CBSE moves towards textbook-free campuses with blended, competency-based learning
The CBSE provides access to a digital version of NCERT textbooks, and at the same time, they are introducing textbooks that emphasize competency-based learning, which focuses on applying knowledge in real-life situations. This indeed is to assess students' ability to comprehend, understand, and apply the knowledge learnt. This shift aims at reducing rote learning and encourages a deeper and correct understanding of knowledge with clarity about its application.
Also Read: CBSE schools in Bengaluru welcome open book exams, stress on teacher training
A thorough implementation will require upgrading the teaching fraternity towards skill-based learning and moving away from rote memorisation. While we are moving towards imbibing new approaches to make learning more impactful with the use of competency-based textbooks, traditional textbooks are still part of the learning process. This will require us to hone a blended and integrated approach.
This shift poses some challenges, including equitable access to the study material, preparation of teachers, as well as students for this new way of learning. This will also require working on a new assessment format and, at the same time, developing more impactful and effective evaluation methods. One needs to ensure that equitable access is provided to all the learners, including those in rural areas or resource-limited areas.
Key parameters that schools need to focus on
Various digital platforms like Diksha, e-pathshala provide print textbooks integrated with QR codes that lead to videos, simulations, worksheets, and more. It has already been adopted by CBSE, Kendriya Vidyalayas. One will require more extensive exposure and awareness amongst different stakeholders to use such facilities, which will further strengthen the shift towards textbook-free campuses. We can use learning analytics from these platforms and monitor student feedback to iterate on curricular content.
Training our teachers/mentors: Prepare teachers to craft analytical, conceptual assessments rather than knowledge-recall questions. This fosters learning resources that are conceptual, collaborative, and digitally accessible, rather than text-heavy.
Broadening curriculum and pedagogy beyond textbooks: Adopt more activity and context-based learning materials, such as project-based and real-life problem tasks, which reduce textbook volume and emphasize conceptual understanding.
Encourage teacher-generated content and crowdsourced improvements: Foster teacher communities and platforms where educators can design, share, and annotate learning materials. This encourages flexible, context-specific content that aligns better with learners' needs.
Promote collaborative, community-based resource sharing: Facilitate structured school-level, district-level, or online communities for sharing digital and physical learning resources—especially in under-resourced areas.
Improve textbook design with multimedia integration: Use digital tools to augment existing textbooks with visuals, interactive elements, and multimedia content. This makes digital versions more engaging and reduces dependence on physical copies.
We will also need to work on broadening the curriculum and pedagogy beyond textbook reliance. CBSE's move towards textbook-free campuses is a significant step towards modernising education in India. However, addressing the challenges related to equitable access, teacher training, and evaluation methods is crucial for the successful implementation of this initiative, which will bring the much-needed change in the learning approach for our young generation.
(The author is an educationist and trustee, Sanskriti Group of Schools)
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The CBSE is moving towards textbook-free campuses. The aim is to provide a more blended learning approach with a focus on both competency-based textbooks and digital resources available on platforms like Diksha, e-pathshala, and National Digital Library of India (NDLI). As part of the NEP 2020, one can access textbooks as well as different learning materials on these platforms. The implementation to make it equitable will require extensive groundwork to plan out various strategies in policy, technology, pedagogy, and community. The CBSE provides access to a digital version of NCERT textbooks, and at the same time, they are introducing textbooks that emphasize competency-based learning, which focuses on applying knowledge in real-life situations. This indeed is to assess students' ability to comprehend, understand, and apply the knowledge learnt. This shift aims at reducing rote learning and encourages a deeper and correct understanding of knowledge with clarity about its application. Also Read: CBSE schools in Bengaluru welcome open book exams, stress on teacher training A thorough implementation will require upgrading the teaching fraternity towards skill-based learning and moving away from rote memorisation. While we are moving towards imbibing new approaches to make learning more impactful with the use of competency-based textbooks, traditional textbooks are still part of the learning process. This will require us to hone a blended and integrated approach. This shift poses some challenges, including equitable access to the study material, preparation of teachers, as well as students for this new way of learning. This will also require working on a new assessment format and, at the same time, developing more impactful and effective evaluation methods. One needs to ensure that equitable access is provided to all the learners, including those in rural areas or resource-limited areas. Key parameters that schools need to focus on Various digital platforms like Diksha, e-pathshala provide print textbooks integrated with QR codes that lead to videos, simulations, worksheets, and more. It has already been adopted by CBSE, Kendriya Vidyalayas. One will require more extensive exposure and awareness amongst different stakeholders to use such facilities, which will further strengthen the shift towards textbook-free campuses. We can use learning analytics from these platforms and monitor student feedback to iterate on curricular content. Training our teachers/mentors: Prepare teachers to craft analytical, conceptual assessments rather than knowledge-recall questions. This fosters learning resources that are conceptual, collaborative, and digitally accessible, rather than text-heavy. Broadening curriculum and pedagogy beyond textbooks: Adopt more activity and context-based learning materials, such as project-based and real-life problem tasks, which reduce textbook volume and emphasize conceptual understanding. Encourage teacher-generated content and crowdsourced improvements: Foster teacher communities and platforms where educators can design, share, and annotate learning materials. This encourages flexible, context-specific content that aligns better with learners' needs. Promote collaborative, community-based resource sharing: Facilitate structured school-level, district-level, or online communities for sharing digital and physical learning resources—especially in under-resourced areas. Improve textbook design with multimedia integration: Use digital tools to augment existing textbooks with visuals, interactive elements, and multimedia content. This makes digital versions more engaging and reduces dependence on physical copies. We will also need to work on broadening the curriculum and pedagogy beyond textbook reliance. CBSE's move towards textbook-free campuses is a significant step towards modernising education in India. However, addressing the challenges related to equitable access, teacher training, and evaluation methods is crucial for the successful implementation of this initiative, which will bring the much-needed change in the learning approach for our young generation. (The author is an educationist and trustee, Sanskriti Group of Schools)
