Storytelling Based Pedagogy in the Context of NEP 2020: A Qualitative Review of Emerging Themes, Practices, and Educational Implications

Abstract

Abstract: The National Education Policy (NEP) 2020 signifies a major shift in the Indian educational landscape, moving toward a system that values personal experience, student engagement, and a well-rounded approach to growth. Among the many creative teaching methods highlighted in the policy, the use of narratives and storytelling has become a primary strategy for fostering deep, meaningful learning. This approach is deeply rooted in India’s long history of oral traditions while aligning perfectly with modern theories of how humans construct knowledge through shared experiences. Despite its clear value, there is still a need to better understand how these storytelling techniques are being integrated into the classroom under the current policy.
This study sets out to examine the existing research on narrative-based teaching in relation to the goals of NEP 2020. By looking at academic studies and theoretical papers published between 2015 and 2025, the research identifies the most important trends and obstacles in this field. The analysis brings together global perspectives on storytelling with the specific cultural goals of the Indian education system to provide a clear picture of how teachers are using these methods today.
The findings highlight several vital areas where storytelling makes a difference. First, it serves as a powerful way for students to actively participate in their own learning and develop stronger critical thinking skills. It also makes education more hands-on by incorporating the arts, such as drama and role-playing, as well as modern digital formats. Furthermore, storytelling is essential for bringing Indian Knowledge Systems, including local folklore and traditional heritage, back into the daily lives of students. This process does more than just share information; it supports a child’s cognitive development, their language skills, and their emotional well-being. While digital tools have expanded how stories can be told, the study also points out that teachers still face significant challenges, particularly the need for better training and more effective ways to measure student progress. Ultimately, using stories in the classroom fulfils the core mission of NEP 2020 by creating inclusive and joyful learning environments, if educators receive the support and resources, they need to master this timeless art.