The Department of Journalism and Mass Communication at the Islamic University of Science and Technology (IUST) in Awantipora, Pulwama, organized a seminar on May 2, 2025, to discuss the transformative potential of the National Education Policy (NEP) 2020, with a particular emphasis on experiential learning. The event, held at the IUST campus, brought together educators, students, and media professionals to explore how NEP 2020’s focus on hands-on, practical learning can reshape journalism education and align it with the demands of the 21st-century media landscape.
Seminar Overview and Objectives
Titled “National Education Policy 2020: Transforming Education through Experiential Learning,” the seminar aimed to unpack the key provisions of NEP 2020 and their implications for journalism education. The event highlighted the policy’s shift from rote memorization to a learner-centric, experiential approach that fosters critical thinking, creativity, and real-world problem-solving. By focusing on journalism, a field inherently tied to practical skills and ethical decision-making, the seminar sought to bridge the gap between academic theory and industry practice.
The Department of Journalism and Mass Communication at IUST, known for its commitment to interdisciplinary and socially responsible education, organized the event to align with the university’s broader mission of nurturing a “socially responsible student community capable of making a difference at the local, regional, and global level”. The seminar featured keynote addresses, panel discussions, and interactive sessions, with contributions from academic experts, practicing journalists, and policy analysts.
NEP 2020 and Experiential Learning: Key Highlights
The National Education Policy 2020, introduced by the Government of India, marks a significant overhaul of the country’s educational framework. It emphasizes holistic, flexible, and multidisciplinary learning, moving away from traditional content-heavy curricula toward pedagogy that prioritizes critical thinking, creativity, and practical application. A cornerstone of NEP 2020 is experiential learning, which involves hands-on activities, project-based learning, and real-world applications to deepen students’ understanding and skill development.
In the context of journalism education, experiential learning is particularly relevant. The seminar underscored how NEP 2020 encourages journalism programs to integrate practical exercises—such as newsroom simulations, field reporting, and multimedia storytelling—into their curricula. These methods allow students to engage actively with the material, apply theoretical knowledge in real-life scenarios, and develop essential skills like critical thinking, ethical reporting, and collaboration. As one speaker noted, “Journalism is not just about learning facts; it’s about doing—going out, reporting, and reflecting on the experience.”
Key aspects of NEP 2020 discussed at the seminar included:
- Holistic Development: The policy promotes the integration of co-curricular activities, ethics, and cultural learning to produce well-rounded journalists who are not only skilled but also socially and ethically aware.
- Active Engagement: Experiential learning encourages students to participate in hands-on activities like producing news stories, creating podcasts, or engaging in investigative projects, making learning more engaging and relevant.
- Personalized Learning: NEP 2020 advocates for flexible curricula that cater to individual interests, allowing journalism students to specialize in areas like data journalism, environmental reporting, or digital media.
- Technology Integration: The policy emphasizes the use of digital tools, such as virtual labs and multimedia platforms, to enhance journalism education and prepare students for a tech-driven media industry.
Seminar Proceedings and Insights
The seminar began with a keynote address by a senior faculty member from IUST’s Department of Journalism, who outlined the relevance of NEP 2020 for journalism education. The speaker highlighted how experiential learning aligns with the field’s practical nature, citing studies that show hands-on learning improves students’ critical thinking and professional readiness. For instance, a 2007 study from the University of Sheffield found that experiential learning in journalism education simulates real-world practice, preparing students for the challenges of the profession.
A panel discussion followed, featuring journalists from local and national media outlets. Panelists emphasized the need for journalism curricula to incorporate real-world experiences, such as internships, field visits, and live reporting projects, as advocated by NEP 2020. One panelist shared, “The media industry values journalists who can think on their feet and adapt to new challenges. Experiential learning under NEP 2020 ensures students are job-ready.” The discussion also touched on the importance of reflective practices, such as maintaining reflective journals, to help students process and learn from their experiences.
Students from the department participated in an interactive session, where they showcased projects aligned with experiential learning principles. These included a student-produced documentary on local issues in Pulwama and a podcast series exploring social challenges in Kashmir. The projects demonstrated how NEP 2020’s focus on project-based learning can empower students to address real-world issues through journalism.
Challenges and Recommendations
While the seminar celebrated the potential of NEP 2020, it also addressed challenges in implementing experiential learning in journalism education. Faculty members noted that large-scale heterogeneity in classrooms, limited resources, and a lack of trained educators familiar with experiential methods pose significant hurdles. In rural areas like Pulwama, infrastructure gaps, such as limited access to digital tools, further complicate the adoption of technology-driven experiential learning.
To overcome these challenges, the seminar proposed several recommendations:
- Teacher Training: Continuous professional development programs to equip educators with skills in experiential pedagogy, such as designing simulations and assessing project-based work.
- Resource Development: Collaboration with media organizations to provide students with access to newsrooms, studios, and digital platforms for hands-on learning.
- Policy Support: Clear guidelines from regulatory bodies like the University Grants Commission (UGC) to standardize experiential learning practices in journalism programs.
- Industry Partnerships: Stronger ties between universities and media houses to facilitate internships, mentorships, and live projects, aligning academic training with industry needs.
IUST’s Commitment to NEP 2020
IUST’s Department of Journalism and Mass Communication is actively aligning its curriculum with NEP 2020’s vision. The department has introduced courses that emphasize multimedia storytelling, data journalism, and community reporting, all designed to incorporate experiential learning. The university’s broader commitment to interdisciplinary learning and social responsibility, as stated on its website, complements NEP 2020’s goals of fostering critical thinkers and global citizens.
The seminar also highlighted IUST’s efforts to integrate technology into journalism education, such as using virtual labs and interactive multimedia, as recommended by NEP 2020. These initiatives aim to prepare students for a rapidly evolving media landscape, where skills in digital content creation and data analysis are increasingly in demand.
Impact and Future Directions
The seminar sparked meaningful dialogue about the future of journalism education in the context of NEP 2020. Students expressed enthusiasm for experiential learning, noting that hands-on projects made their education more engaging and relevant. Faculty members committed to revising curricula to incorporate more project-based assessments and reflective practices, aligning with the policy’s emphasis on competency-based evaluation.
The event also resonated with the broader educational community in Jammu and Kashmir, where stories of academic resilience, such as Shabnam Sidiq’s 92.6% score in Pulwama, have highlighted the transformative power of education. By focusing on experiential learning, IUST’s seminar underscored how NEP 2020 can empower students from diverse backgrounds to excel in fields like journalism.
Looking ahead, IUST plans to organize follow-up workshops and collaborate with media organizations to sustain the momentum generated by the seminar. The university aims to establish a dedicated experiential learning lab for journalism students, equipped with tools for multimedia production and data analysis, to fully realize NEP 2020’s vision.
Conclusion
The seminar hosted by IUST’s Department of Journalism and Mass Communication on May 2, 2025, was a significant step toward embracing the transformative potential of NEP 2020. By focusing on experiential learning, the event highlighted how journalism education can evolve to meet the demands of a dynamic media industry. Through hands-on projects, reflective practices, and technology integration, IUST is paving the way for a new generation of journalists who are skilled, ethical, and ready to make a difference. As NEP 2020 continues to shape India’s educational landscape, initiatives like this seminar demonstrate the power of innovative pedagogy to unlock students’ potential and prepare them for the challenges of the 21st century.
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