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Dr. Keerthi Krishnan
Independent Researcher
Karnataka, India
Abstract
Between 2013 and 2014, several Indian state education boards undertook large-scale textbook revisions aimed at aligning curricula with changing socio-economic realities, competency-based learning goals, and national policy directives. This manuscript critically examines the pedagogical, sociocultural, and administrative impacts of those revisions. It triangulates evidence from policy documents, teacher surveys (N = 220), classroom observations (48 sessions), and focus group discussions with students and parents across five states. The study finds that while the revisions enhanced contextual relevance, reduced factual inaccuracies, and introduced activity-based learning paradigms, implementation gaps (teacher preparedness, uneven distribution of updated materials, and assessment misalignment) diluted potential gains. Results show statistically significant gains in higher-order comprehension scores in classes that adopted revised textbooks with corresponding teacher training (p < .05). However, disparities persisted between urban and rural schools, and language simplification sometimes resulted in loss of conceptual depth. The paper concludes that textbook revision, though crucial, must be embedded in a broader ecosystem of sustained teacher development, formative assessment reforms, and participatory curriculum governance. Future scope includes iterative digital updates, student co-authorship models, and AI-assisted personalization. The manuscript contributes to curriculum studies by offering a nuanced, evidence-based model for evaluating textbook change processes and recommending policy mechanisms to ensure equitable and meaningful learning outcomes.
Keywords
Textbook revision, state boards, curriculum reform, India, 2013–2014, pedagogy, implementation, assessment alignment, teacher training, equity
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