BEYOND TEXTBOOKS: INTEGRATING PLACE-BASED LEARNING INTO ENVIRONMENTAL AWARENESS CURRICULUM IN SOLAPUR’S SECONDARY EDUCATION SYSTEM

Abstract

Environmental education at the secondary school level often remains confined to theoretical knowledge, resulting in a disconnect between students and their local ecological realities. This study explores the development, implementation, and impact of a Place-Based Learning (PBL) curriculum designed to foster environmental awareness among secondary school students in Solapur District, Maharashtra. By shifting the pedagogical focus from generic global environmental issues to localized ecological contexts—such as local water scarcity, agricultural practices, and regional biodiversity—the programme aimed to bridge the gap between textbook concepts and real-world application. Using a mixed-methods approach involving pre- and post-intervention assessments, teacher feedback, and student reflections, the study found a significant increase in both environmental literacy and proactive civic engagement among participants. The findings suggest that contextualized, experiential learning models are highly effective in cultivating ecological consciousness in developing regions.