EXPERIENTIAL LEARNING AND EMPLOYABILITY: INSIGHTS FROM HIGHER EDUCATION IN JHANSI

Experiential learning has emerged as a vital approach in higher education, particularly in bridging the gap between academic instruction and employability. This study examines the state of experiential learning practices in higher education institutions in Jhansi, a tier-2 city in Uttar Pradesh, India, with a focus on their role in shaping student employability. The purpose of this research is to explore existing practices, identify systemic challenges, and highlight opportunities within the regional higher education ecosystem. Drawing on Kolb’s Experiential Learning Theory and the Human Capital Framework, the paper analyses how structured exposure through internships, project-based learning, and community engagement can enhance employability skills such as adaptability, problem-solving, and communication. While Bundelkhand University and affiliated colleges serve as key educational anchors in the region, the absence of strong industry linkages, resource constraints, and unequal access to opportunities pose significant hurdles. At the same time, emerging drivers such as the National Education Policy (NEP 2020), the establishment of the Bundelkhand Industrial Development Authority (BIDA), and the rise of digital platforms offer promising avenues to embed experiential learning in curricula. Comparative insights from global models including Germany’s dual education system, the UK’s mandatory industry placements, and Singapore’s practice-oriented higher education provide valuable lessons for India’s tier-2 cities. The findings suggest that experiential learning, if strategically integrated, can transform higher education in Jhansi into a more employment-oriented ecosystem. This paper contributes to ongoing discussions on regional higher education reform by presenting a case study that bridges local realities with global best practices.