From tales to transformation: a Pañcatantra-inspired action learning framework for holistic student development

Contemporary education faces a persistent gap between theoretical knowledge and its application in ethical reasoning, reflection, and real-world problem-solving. Although Action Learning (AL), developed by Reg Revans, emphasizes learning through action and questioning, its use remains largely confined to professional settings and lacks culturally meaningful frameworks for younger learners. This paper proposes the Pañcatantra-Action Learning (PAL) Framework, an integrative model combining the narrative pedagogy of the Pañcatantra with principles of Action Learning and Critical Action Learning (CAL) to support holistic student development. Reinterpreting the Pañcatantra as a Nīti-śāstra rather than mere folklore, the study highlights its dialogical and narrative structures as forms of Programmed Knowledge that stimulate reflection, ethical reasoning, and inquiry. The model aligns Revans’ systems, Alpha (contextual inquiry), Beta (action experimentation), and Gamma (personal transformation), with the Pañcatantra’s narrative dynamics, creating a pathway from story-based learning to practical action. Methodologically, the framework incorporates the SAGA Model, reflective dialogue, and guided facilitation inspired by Vishnu Sharma. The PAL Framework thus offers a culturally grounded and scalable pedagogical approach that fosters cognitive, emotional, ethical, and social competencies, bridging the gap between knowledge and practice while cultivating practical wisdom (phronesis).