Experiential learning, employability, and entrepreneurial intentions in Indian higher education: A systematic review and policy perspective

Nisha  Suryavanshi; Sumita Srivastava; Shweta Khemani; Hans  Kaushik

doi:10.59400/fes4033

Experiential learning, employability, and entrepreneurial intentions in Indian higher education: A systematic review and policy perspective

Nisha Suryavanshi
Department of Management, Faculty of Social Sciences, Dayalbagh Educational Institute, Agra 282005, India
Sumita Srivastava
Department of Management, Faculty of Social Sciences, Dayalbagh Educational Institute, Agra 282005, India
Shweta Khemani
Department of Management, Faculty of Social Sciences, Dayalbagh Educational Institute, Agra 282005, India
Hans Kaushik
Department of Management, Faculty of Social Sciences, Dayalbagh Educational Institute, Agra 282005, India

Article ID: 4033

DOI: https://doi.org/10.59400/fes4033

Keywords: entrepreneurial learning, entrepreneurship, NEP 2020, employment

Abstract

This systematic literature review synthesizes evidence from 30 scholarly publications to examine the intersection of experiential learning, employability skills development, and entrepreneurial intentions within Indian higher education. The review reveals that experiential learning approaches—including internships, live projects, industry partnerships, and hands-on entrepreneurship programs—significantly enhance both employability outcomes and entrepreneurial intentions among Indian students. Key findings indicate that experiential learning positively influences entrepreneurial intention (β = 0.042), with entrepreneurial self-efficacy serving as a critical mediator that amplifies this effect (β = 0.090). Collectively, experiential learning, self-efficacy, and entrepreneurial attitude explain 89.6% of the variance in entrepreneurial intentions. The National Education Policy (NEP) 2020 emerges as a transformative framework emphasizing skill-based experiential learning across all educational levels, aligning the curriculum with industry requirements, promoting vocational training, competency-based education, and lifelong learning. However, significant implementation gaps persist, including inadequate funding, limited industry-academia collaboration, insufficient mentorship infrastructure, and challenges in faculty preparedness for experiential pedagogy. The review identifies critical policy imperatives: establishing comprehensive entrepreneurship ecosystems within universities, enhancing faculty entrepreneurial experience and training, creating institutional start-up funds, strengthening university-industry partnerships, and addressing gender-specific barriers to entrepreneurship. These findings provide evidence-based guidance for policymakers, educational administrators, and curriculum designers seeking to transform Indian higher education into a catalyst for employability and entrepreneurial capacity building in alignment
with national development goals.

Published

2026-02-11

How to Cite

Suryavanshi, N., Srivastava, S., Khemani, S., & Kaushik , H. (2026). Experiential learning, employability, and entrepreneurial intentions in Indian higher education: A systematic review and policy perspective. Forum for Education Studies, 4(1). https://doi.org/10.59400/fes4033

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