The 5E Instructional Model in Sanskrit Language Pedagogy: A Systematic Literature Review
Acceptance: 04/01/2026
Published: 25/03/2026
Abstract
This systematic literature review (SLR) investigates the effectiveness and interrelationship of the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) within the domain of language pedagogy. By synthesizing current research, the review demonstrates that the 5E framework-grounded in constructivist principles and inquiry-based learning- significantly enhances student academic achievement and emotional engagement compared to traditional, behaviorist, teacher-led methodologies. The analysis highlights the pivotal role of technology-enhanced language learning (TELL) and artificial intelligence in scaling these inquiry phases for diverse student populations. However, a critical empirical gap is identified: while constructivist frameworks are extensively validated for high-resource modern languages like English and Chinese, there is a profound scarcity of research regarding their application to classical, morphologically rich languages. The paper contends that this deficit is particularly acute regarding Sanskrit, where antiquated rote-learning methods dominate. By bridging educational psychology, digital pedagogy, and the revival of Indian Knowledge Systems (IKS), this study underscores the urgent need to adapt the 5E model to modernize Sanskrit instruction, thereby transitioning it from a static subject of translation to a living, dynamic language of inquiry. To address this empirical gap, this paper utilizes a systematic literature review to evaluate how inquiry-based learning transforms language pedagogy. The primary objective is to advocate for the 5E constructivist model to modernize Sanskrit teaching from rote translation into a dynamic process of discovery.
Author Name:
Achala & Dr. Priyanka Srivastava
Pages:
618-624
DOI Number:
10.5281/zenodo.21591710
Reference
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Writer Name
Achala & Dr. Priyanka Srivastava
Pages
618-624
DOI Numbers
10.5281/zenodo.21591710
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