Dr. Pervin Kumar Malik

DOI: https://doi.org/10.5281/zenodo.21903931

Educational tourism is fast becoming one of the more reliable ways to move learning outside the classroom without losing academic purpose. It builds academic depth, a sense of social responsibility, cultural sensitivity, and, often, lasting partnerships with the communities visited. This field-based study looks at one such tour organised by Syadwad Institute of Higher Education & Research, Baghpat, involving 40 students and 20 faculty members. The itinerary combined a rural health camp at Manjhganva, in the Satna district of Madhya Pradesh, sustained interaction with local Aadivasi communities, and heritage learning across Chitrakoot, Prayagraj, Ayodhya, Agra, and Mathura. The paper looks at how this mix of tribal culture, health outreach, and heritage exposure shaped what students actually took away from the experience. Survey questionnaires, observation records, focus group interviews, and field diaries were used as the primary data sources. Specifically, the research asks whether the tour built empathy, leadership, problem-solving ability, cultural respect, health awareness, communication skills, and a stronger sense of social engagement among participants. A second thread of the paper follows the Institutional Social Responsibility (ISR) model that grew out of the health camp itself — how student involvement in awareness drives, basic check-ups, and community mobilization translated into real benefit for the tribal population at Manjhganva. Taken together, the findings are expected to show that educational tourism, when structured deliberately, can do more for holistic skill-building than a semester of lectures. The study’s main contribution is an integrated model — one paper, one tour, but three distinct strands (travel, tribal outreach, and health service-learning) woven together in a way that also speaks directly to the goals of NEP 2020.

Educational Tourism, Experiential Learning, Health Camp, Tribal Engagement, ISR, Heritage Tourism, NEP 2020, Syadwad Institute.

This study treats the Syadwad Institute tour as an integrated model of educational tourism — one that works on experiential learning, health awareness, and tribal engagement all at once, rather than as separate add-ons. Pairing the health camp and ISR activities at Manjhganva with heritage learning across Chitrakoot, Prayagraj, Ayodhya, Agra, and Mathura gave students a multidimensional experience that a classroom, on its own, simply can’t offer. The anticipated findings point toward real gains in student empathy, leadership, problem-solving, cultural respect, health awareness, communication, and social engagement, alongside tangible health benefits for an underserved tribal population. As more Indian institutions try to bring their teaching closer to NEP 2020’s experiential and community-engaged priorities, this model — educational travel, tribal outreach, and health service-learning, run as one coordinated tour — offers a template worth adapting elsewhere.

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Dr. Pervin Kumar Malik (2026). Educational Tourism as a Tool for Experiential Learning, Health Awareness and Tribal Engagement: A Field-Based Study. International Journal of Computer Techniques, 13(4), 201–210. ISSN: 2394-2231. DOI: https://doi.org/10.5281/zenodo.21903931