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Dr. Rohan Deshpande
Assistant Professor,
Department of Educational Studies
Savitribai Phule Pune University,
Pune, India
E-mail: rohan.deshpande@hotmail.in
ORCID: 0000-0002-8765-4721
Keywords: qualitative data, higher education, India, Pune, blended learning, experiential pedagogy, teaching innovation, modern teaching
Abstract. In the face of rapidly changing educational landscapes, higher education institutions in India are increasingly embracing innovative teaching methodologies. This paper investigates the implementation of learner-centered approaches at Savitribai Phule Pune University, including blended learning, experiential methods, and technology-enabled instruction. Using qualitative data collected from both faculty and students, the study examines how these methodologies influence student engagement, conceptual understanding, and motivation. The findings suggest that when effectively implemented, modern teaching strategies not only enhance academic performance but also prepare students with critical 21st-century skills. The study emphasizes the need for sustained institutional support, training, and adaptability among educators.
Introduction
With the rapid advancement of digital technologies, growing cultural and linguistic diversity in classrooms, and an increasing emphasis on equipping students with critical 21st-century life skills, Indian universities are undergoing a significant transformation in their pedagogical approaches. Traditional, lecture-based models of instruction are being reevaluated in favor of more student-centered, experiential, and inclusive teaching practices. Among the cities leading this educational shift is Pune—often referred to as the «Oxford of the East» due to its rich academic heritage and concentration of higher education institutions. At the heart of this transformation is Savitribai Phule Pune University, one of India’s most prestigious and forward-thinking universities. The institution has become a nucleus for pedagogical innovation, integrating digital tools, promoting interdisciplinary learning, and fostering reflective and critical thinking among students. Through collaborative teaching methods, enhanced faculty training programs, and curriculum reforms aligned with global educational trends, the university exemplifies how Indian higher education is evolving to meet contemporary challenges and prepare students for a complex, interconnected world.
Main part. In recent years, the landscape of higher education in India has undergone substantial transformation. With the emergence of digital tools, increasing diversity in classrooms, and the growing necessity for critical life skills, Indian universities are actively rethinking traditional pedagogical models that were once heavily reliant on lecture-based, teacher-centered instruction. The shift toward more dynamic, inclusive, and student-centered approaches reflects a broader global trend in education reform. The city of Pune, recognized as one of India’s major educational hubs and often referred to as the “Oxford of the East,” has been at the forefront of this pedagogical evolution. Particularly notable is the role of Savitribai Phule Pune University — one of the country’s premier institutions — which has become a nucleus for innovation in teaching and learning. A growing body of literature supports this shift toward more interactive and learner-centric pedagogies. Scholars such as Bonwell and Eison (1991), and later Prince (2004), emphasized the benefits of active learning strategies that engage students cognitively, emotionally, and socially. Within the Indian context, the National Education Policy (NEP) 2020 further accelerates this transition by advocating flexibility in curricula, fostering critical thinking, and promoting interdisciplinary learning. These policy directions underscore the need for educational institutions to create more adaptable, skill-based, and technology-integrated learning environments.
This study adopts a qualitative case study methodology to examine how these pedagogical shifts are being implemented at Savitribai Phule Pune University. Data were collected from ten faculty members and thirty undergraduate students across a range of disciplines, including humanities, science, and commerce. The tools used for data collection included semi-structured interviews, classroom observations, and student feedback forms, providing a comprehensive view of the teaching-learning dynamics within the institution.
In other words, order to explore the practical application of emerging pedagogical transformations within the context of higher education, this research employs a qualitative case study design, focusing specifically on Savitribai Phule Pune University. The aim was to gain in-depth insights into how innovative teaching methodologies are being integrated into everyday academic practice. To achieve this, data were gathered from a purposively selected sample consisting of ten university lecturers and thirty undergraduate students, representing a diverse array of academic fields such as the humanities, natural sciences, and commerce.
A triangulated data collection strategy was adopted to ensure reliability and depth. This involved conducting semi-structured interviews that allowed participants to freely express their experiences and perspectives, as well as carrying out systematic classroom observations to capture real-time instructional practices and interactions [Prince, 2004]. Additionally, structured student feedback forms were utilized to assess learners’ perceptions regarding the effectiveness of the teaching methods employed. Together, these qualitative tools provided a multidimensional understanding of the instructional ecosystem within the university, highlighting both the opportunities and challenges associated with the ongoing pedagogical reforms. Findings reveal several significant trends. First, blended learning — combining online and offline instruction — emerged as a powerful approach, offering flexibility and enhancing students’ conceptual understanding. Second, experiential learning, through internships, field projects, and case-based discussions, encouraged deeper engagement and real-world application of knowledge. Third, digital platforms such as Moodle and Google Classroom were instrumental in streamlining communication, distributing learning materials, and facilitating timely feedback.
Nevertheless, the implementation of these new pedagogies was not without challenges. Variations in digital literacy among both students and faculty, infrastructural limitations in certain departments, and resistance from educators trained in traditional methods posed significant barriers. However, the university’s commitment to faculty development through structured training programs and peer mentoring helped mitigate these issues to a considerable extent, fostering a culture of continuous improvement and innovation. The experience of Savitribai Phule Pune University illustrates that when institutions invest in pedagogical reform — through capacity-building, technological integration, and policy alignment — they create more effective and engaging learning environments. Going forward, sustained efforts must focus on scaling teacher training programs, redesigning curricula to align with contemporary needs, and embedding innovation within institutional frameworks. Such measures will ensure that Indian higher education remains responsive, relevant, and resilient in a rapidly changing global context.
Conclusion
The findings of this study, derived from interviews, classroom observations, and student feedback, highlight a significant shift in pedagogical practices at Savitribai Phule Pune University. Three major themes emerged: Blended Learning as a Flexible Model Faculty and students reported that blended learning — combining face-to-face instruction with online platforms — enhanced both accessibility and understanding. Students appreciated the flexibility it provided, particularly in reviewing recorded lec-tures and accessing learning materials at their own pace. Faculty noted that this model helped address diverse learning needs within the classroom. Experiential Learning and Practical Engagement Experiential learning strategies, such as field visits, project-based assignments, and real-world case studies, were in-creasingly integrated into course delivery. Both students and educators observed that these methods deepened conceptual understanding and fostered critical thinking and problem-solving abilities. This shift also improved student motivation and engagement with course content.
Effective Use of Digital Tools Platforms such as Moodle, Google Classroom, and Zoom played a central role in enhancing communication and streamlining feedback mechanisms. Students reported timely responses and clearer evaluation criteria, while faculty found it easier to track performance and manage course resources efficiently. However, several challenges were also identified [Bonwell & Eison, 1991].
A key issue was the varying levels of digital literacy among both students and faculty, which occasionally hindered effective participation. Additionally, infrastructure gaps in certain departments—such as outdated computer labs or inconsistent internet access—posed barriers to smooth digital integration. Some faculty members expressed resistance to changing long-standing teaching practices, citing discomfort with new technologies or skepticism about their effectiveness.
Despite these challenges, ongoing faculty development programs, including workshops and peer mentoring, proved to be effective in building confidence and skills among educators. Many faculty members reported that these initiatives played a crucial role in easing the transition and fostering a more collaborative teaching culture. Overall, the results suggest that while the integration of innovative pedagogies at Savitribai Phule Pune University is still a work in progress, it has already begun to positively impact teaching and learning outcomes. Taken as a whole, the findings indicate that although the adoption of innovative pedagogical approaches at University is still in the developmental phase, it is already yielding measurable improvements in both teaching effectiveness and student learning experiences. The gradual implementation of these methods has started to reshape classroom practices, foster greater student engagement, and enhance the overall quality of instruction. While full institutional integration is ongoing, the initial outcomes point toward a promising shift in educational culture that aligns with contemporary academic needs and global standards.
References
- Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom.
- Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.
- Government of India. (2020). National Education Policy 2020.