Research Paper ADITYA PRATAP

Integration Of Trekking in Management Curriculum
Framework for Sustainable Education To Develop

Multiple Skills Through Experiential Learning
Aditya Pratap Aggarwal,
Post Graduate Student, IMBA 2023-25,
Jagdish Sheth School of Management, Vijaybhoomi University, Karjat, India
*Corresponding author: Aditya Pratap Aggarwal

Email: adityapratap.aggarwal@vijaybhoomi.edu.in
Mobile: +91-8433061724
Abstract:
Sustainable education has become a critical necessity in addressing global environmental and
societal challenges. To actively engage management students and provide them with practical
tools for their future careers, it is crucial to incorporate sustainable education methods into
their curriculum. Experiential learning, based on the philosophy of learning through hands-on
experience, offers a dynamic approach to education. Trekking is one such method that allows
individuals to connect with nature, local communities, and their inner selves while acquiring
various skills.
The primary objective of this research is to enhance teaching effectiveness by fostering a

wide range of skills through trekking and integrating them into students' career paths to help
them achieve their life goals. This approach instils qualities like leadership, risk management,
empathy, planning, communication, teamwork, wellness, self-confidence, discipline, and
problem-solving. Furthermore, it enhances ecological literacy by encouraging the observation
of ecosystems, biodiversity, and the impact of human activities on natural environments.
Research Paper on Integration Of Trekking in Management Curriculum Framework for Sustainable Education To Develop Multiple Skills
Through Experiential Learning.
The research endeavours to:
1. Explore the concept of sustainable education, highlighting the role of trekking in
promoting ecological and social awareness, thereby moulding students into informed
advocates for sustainability.
2. Discuss the influence of trekking on students' cognitive and emotional skill
development.
The research concludes by suggesting the integration of trekking as an experiential learning

tool in management course curricula for sustainable education, with the following benefits:
1. Encouraging students to connect with nature and engage in physical activities,

enhancing their sense of accomplishment, well-being, mindfulness, and responsibility
towards nature and society.
2. Bridging classroom knowledge with real-world projects, thus implementing
theoretical concepts.
3. Cultivating a wide array of skills in students through the practice of trekking.
Keywords: Experiential Learning, Trekking, Multiple Skills, Management, Sustainability of

Future Education.
1. Introduction
“Tell me and I forget. Teach me and I may remember. Involve me and I learn.”
- Benjamin Franklin
The history of educational theory is marked by the opposition between the idea that education
is development from within and by going out. Education is a process of overcoming natural
inclination and substituting in its place habits acquired under high pressure. The core purpose
of the school is to transmit education to the new generation. In the past, there have been
developed standards and rules of conduct. Finally, the general pattern of school organization
like the relation of pupils with one another and to the teachers, calls up in the pattern of
education organization like the imagination of the ordinary schoolroom, its schedule, rules of
order, etc.
Experiential learning, which is grounded in the belief that learning occurs through active
engagement and hands-on experiences, provides an interactive and vibrant method of
education. It happens when students participate and learn in an activity which is the
implementation of theory. It has continued to evolve and adapt to the changing needs and
opportunities of education, professional development, and personal growth.
The main objective of experiential learning is to prepare the young for future responsibilities
and success in life, utilising the acquisition of organised bodies of information. The rise of
new education and progressive schools is itself a product of discontent with traditional
education. New education should be more real-life situation-based and be relevant to
students’ lives unlike traditional education, which was more focused on curriculum and
cultural heritage for its content. Students should not only learn to acquire the knowledge but
also should try to learn how and where to implement it.
In light of the pressing global environmental and societal issues, the need for sustainable
education has become a vital priority. To ensure the active participation of management
students and equip them with practical skills for their future careers, it is crucial to
incorporate sustainable education approaches into their curriculum. It is an educational
approach aimed at entrenching in students, schools, and communities the values and
motivations to act for sustainability now and in the future – in one’s own life, in their
communities and on a worldwide platform.
Trekking is one of the latest trends in tourism in the world. Trekking has a rich history that
has evolved over the years. It has transformed from a necessity for survival to exploration.
This method of experiential learning offers individuals an opportunity to engage with nature,
local communities, and their own inner selves, all the while acquiring a diverse set of skills.
This research paper explores the ideas of experiential learning, the utilization of trekking as a
tool for experiential learning, the advantages it brings in fostering a range of skills, and its
integration within management courses.
1.1 Integration of trekking in the management curriculum framework

1.1.1 For sustainable education to develop multiple skills through experiential
learning
2. Integrating trekking as an experiential learning tool in management

studies for sustainable education to develop multiple skills:
A. Experiential learning and how is it beneficial to students:
Traditional education ignores the capacities and interests of the learners, and it encourages an
attitude of docility, receptivity, and obedience among the learners while progressive
education is focused on the learner’s interest and impulse, unconstrained by the educator.
Progressive education allows excessive individualism and spontaneity among learners, and
offers growth and expression, free activity, learning through experience, and the acquisition
of skills as a means of attaining ends that are vital and appealing to students.
The experiential learning method was proposed first by Dewey in 1938 followed by Kolb
(1984) and Manolis (2013). Learning takes place through practical exercises and hands-on
activities, through real world projects, in the context of theoretical learning. By reflecting on
the learning, the students assimilate new experiences with previous ones.
Kolb’s Experiential Learning Model: (Figure 1)
Concrete
Accomodating Experience Diverging feel
feel and watch
and do Feeling
Continuum
Continuum
Active Reflective
Processing
Experimentation Observation
Perception
Doing Watching
Converging Assimilating
think and think and
do watch
Abstract
Conceptualization
Thinking
"Nurturing minds, sowing knowledge's seed, for a sustainable future, we all must heed”
Experiential education is the bridge that connects learning with lasting impact, nurturing
minds while treading lightly on the planet – a sustainable journey of knowledge and growth.
1. Concrete Experience: In this stage, learners engage in a specific experience, either through
direct participation, or observation. It occurs when the learner has a new experience or tries to
interpret a previous experience in a new way.
2. Reflective Observation: After the Concrete experience, learners reflect on their experiences
and try to understand what happened, what they felt and what they learned from it.
3. Abstract Conceptualization: The learner tries to adapt their thinking or try to construct their
theories, concepts, or frameworks based on their experience and reflection. Under this model,
they seek to generalise their observation into abstract principles.
4. Active Experimentation: The learners put their newly acquired ideas into action.
According to this model, students put their understanding to the test in practical situations,
seeking fresh experiences and applying new concepts to real-world scenarios to evaluate their
effectiveness and communicate any necessary adjustments.
“What We Learn” model by American Psychiatrist William Glasser: (Figure 2)
10% What we read
20% What we hear
30% What we see
50% What we see and hear
70% What we discuss
80% What we experience
Advantages of Experiential Learning:

1. Enhanced comprehension: Students often find it challenging to grasp concepts that
lack real-world relevance. They are tackle real-world situations and apply collective
action to solve them improving their basic concepts, understanding and critical
thinking skills.
2. Unleashing creativity: Fosters an environment where students can cultivate creative
problem-solving abilities. By presenting real-world scenarios, students understand
that there exist various approaches to tackle challenges, encouraging the
implementation of innovative solutions to practical tasks.
3. Engage in thoughtful reflection: Facilitates introspection as reflective observation
forms a vital part of experiential learning. Integrating tangible experiences with
theoretical concepts and contemplating the results enables students to activate
multiple cognitive areas and establish personal connections with the subject matter.
4. Teaches the value of mistakes: When students tackle real-world tasks, they discover
that certain approaches are more effective than others. Students learn to view mistakes
not as something to be feared, but as opportunities for growth, actively retaining the
lessons from these errors to prevent their repetition.
5. Combining theory with practical application creates fresh prospects to grasp and
implement knowledge in real-world scenarios, promoting a deeper understanding of
actual outcomes and phenomena. Moreover, this approach aids in prolonged retention
of concepts and ideas.
6. Guides towards the future: Encourages students to be career oriented as it involves
learning with real-world solutions. This method of learning is frequently centred on
self-discovery, fostering a clearer direction and enhancing their capacity for critical
thinking.
Sustainability and Future Generation for Education Skill Development under Sustainable
Education:
Sustainable education has emerged as a critical framework for preparing future generations
with the knowledge, skills, and values necessary to address the global challenges of
environmental degradation, resource depletion, and social inequality. This abstract explores
the nexus between sustainability and education, with a specific focus on how education can
nurture the skill development required for a sustainable future.
The paper discusses the principles of sustainability and their integration into education
curricula. It explores the role of education in fostering a deep understanding of environmental
issues, social responsibility, and economic resilience. Sustainable education not only imparts
knowledge but also encourages critical thinking and problem-solving, enabling learners to
make informed decisions that contribute to a sustainable society.
Key themes include the importance of interdisciplinary learning, project-based approaches,
and experiential education in sustainable skill development. The abstract highlights
innovative pedagogical methods, such as place-based education, sustainability-focused
courses, and community engagement initiatives that enable students to connect classroom
learning with real-world challenges through our paper we want to depict the outcome of
Futuristic Life chain.
Experiential Leadership Institute:

Significant contribution to experiential education in India is by Vishwas Parchure who has
been conducting such programs for students, teachers, and organisations for last 35 years
through his Experiential Leadership Institute 1. He says “It takes courage to spend time, effort
and money required for experiential learning. Reflection, connection, and application are
three important elements of this method. The only issue is people do not assess its impact and
reflect. Trekking is a most practical experiential learning tool. If you search for data, you will
find that in trekking, less people die as they are more vigilant. More people die on the road,
as they are not vigilant, hence walking is more dangerous than trekking.”
B. Sustainability and Sustainable Education:

“Sustainable Development satisfies the needs of the present generation without
compromising the chance for future generations to satisfy theirs.” - Brundtland
Education Skill Development gives learners of all ages the knowledge, skills, values, and
agency to address interconnected global challenges including climate change, loss of
biodiversity, unsustainable use of resources, and inequality. It empowers learners of all ages
to make informed decisions and take individual and collective action to change society and
care for the planet. It is a lifelong learning process and an integral part of quality education. It
enhances the cognitive, socio-emotional, and behavioural dimensions of learning and
encompasses learning content and outcomes, pedagogy, and the learning environment itself.
Figure 3:
“Sustainable education is not just about textbooks; it is about shaping a sustainable mindset.”
Sustainability involves meeting the present generation's needs without compromising those of
future generations, while maintaining a balance between economic progress, environmental
preservation, and societal well-being. Sustainable education refers to an educational approach
that aims to instil in students, schools, and communities, the values and drive to promote
sustainability in both their personal lives and on a global scale. This exciting and evolving
field integrates various teaching methods to foster an understanding of the interconnections
among the environment, economy, and society.
Its objective is to utilise education’s potential to foster environmental awareness and civic
participation, equipping students for careers that contribute to a more just and sustainable
future. Sustainable education and skill development are essential components of creating a
more resilient and equitable society while addressing environmental and societal challenges.
Here is how sustainable education and skill development can be achieved:
1. Environmental Education: Sustainable education should incorporate environmental
awareness and a sense of responsibility for the planet. Students should learn about
ecological systems, climate change, and the importance of conservation.
Figure 4:
2. Experiential Learning: Practical experiences, such as internships, hands-on projects,

and fieldwork, are crucial for skill development. These experiences can bridge the gap
between theory and practice.
3. Interdisciplinary Approach: Encourage a multidisciplinary approach to education.
This allows students to gain a broad skill set and tackle complex, real-world problems
that require knowledge from various fields.
4. Life Skills: Beyond traditional academic knowledge, education should impart life
skills such as critical thinking, problem-solving, communication, and emotional
intelligence.
C. Trekking- a new passion in youth:

Trekking has been around for centuries. In its earliest form, it dates back to early humans,
when our ancestors roamed in search of food, water, and suitable shelter. These early treks
were essential for survival. As human civilization advanced, trekking became a means of
exploration and discovery. The first recorded instance of trekking was in the year 1624, after
which till today trekking has evolved a lot.
Trekking in India:
Figure 5:
Source: India Hills by Nichalp, 2015
India’s terrain is vast, and its population is diverse. The mountain ranges and the area they
cover are as below:
- North-Himalayas, meaning abode of snow, mountains range from west to east, (2,400 km)
-East-Eastern Ghats (1,750 km).
-West-Western Ghats range (Sahyadri) (1,600 km).
-Central- Vindhya Range (1,200 km) and Satpura Range (900 km)
-Northwest - Aravalli Range (670 km)
There are countless trekking routes in India. It was in the 1970s that trekking started gaining
popularity as a recreational and adventure sport. Several religious sites and shrines across the
country, especially in Jammu and Kashmir, and in the Garhwal region of Uttarakhand – such
as Badrinath, Amarnath, Gangotri, Tapovan, Hemkund, Joshimath, Kedarnath, Vaishno Devi
and Yamunotri – entail trekking in the mountains.
Trekking in India has seen remarkable growth in recent years, and the current landscape for
trekking is exceptionally promising. Thousands of both Indian and foreign enthusiasts choose
to explore the country's trekking trails annually.
India boasts some of the most breathtaking trekking routes globally. Notably, many of the
mountain passes situated in the Ladakh and Zanskar Himalayas stand at altitudes exceeding
5,000 meters.
In addition to these challenging high-altitude treks, India offers a variety of milder and
shorter trails at different elevations, encompassing both mountainous and forested terrain- in
Western Ghats (around 360 forts in the Sahyadri mountain range) and the Nilgiris Hills of
south India (Munnar and Wayanad in Kerala, Coorg in Karnataka, Ooty in Tamil Nadu)2.
Basic Definitions3:
● Hiking: Going for a long walk
● Trekking: Going on a long, arduous hike
● Backpacking: Walking (or just travelling) for extended periods carrying a backpack
● Mountain climbing: Using legs, and sometimes hands, to go up a mountain
● Mountaineering: Mountain climbing for sport
● Summiting: To climb to the summit of a mountain or hill
● Alpine climbing: Climbing in higher, more difficult reaches of mountains
● Rock climbing: Climbing rock surfaces using specialized equipment and ropes
● Bouldering: Climbing rock surfaces without the use of ropes or specialized
equipment.
● Ice Climbing: Climbing on ice, usually in alpine environments
How trekking as an experiential learning tool can lead to sustainable education, self-
discovery, skill development, career readiness and environmental conservation:
Figure 6:4
Trekking as an experiential learning tool is linked with the following three SDG goals:
Goal #3: Good Health and well-being:
● Ensuring healthy lives and promoting well-being for all
Goal #4: Quality Education:
● Guaranteeing comprehensive and excellent education for everyone, while
encouraging continuous learning
Goal #16: Peace, justice, and strong institutions:

● Fostering peaceful and all-encompassing societies for sustainable progress involves
ensuring universal access to justice and establishing competent, transparent, and
inclusive institutions at every level.
Figure 76:
Mountains are home to about 800 million people, roughly 12% of the world's population.
They play a vital role by providing fresh water to billions of people all over the world.
Despite their strength, mountains are becoming increasingly fragile due to global warming
and climate change. These changes are making the weather unpredictable and altering the
landscape. This has a severe impact on the plants and animals in mountain areas, as well as
the people who live there, and it ultimately affects the entire planet.
Mountain ecosystems are sensitive to climate changes because of their high elevation, steep
slopes, and exposure to the sun.
In the past century, mountain glaciers have been melting rapidly, causing harm to the plants,
animals, and people who rely on them. If this melting continues, it will disrupt the flow of
water to many places, which can lead to food shortages and a loss of biodiversity. The
shortage of water can also cause humanitarian crises and political conflicts. Furthermore,
ongoing climate change in the mountains can make natural disasters happen more frequently.
Trekking can be an excellent context for ecosystem awareness, deeper connection with nature
and culture and can play a significant role in promoting sustainability ecology conservation,
education, and skill development as below:
1. Environmental Education:
Trekking takes individuals into the heart of nature, exposing them to various ecosystems,
wildlife, and natural beauty. This experience fosters a deep appreciation for the environment
and encourages a sense of responsibility towards its preservation. Trekking teaches
participants about local flora and fauna, conservation efforts, and sustainable practices.
2. Cultural Awareness:
Mountains are home to a variety of languages, ethnic groups, religions, and beliefs. Trekking
often leads participants to remote and culturally rich areas. This exposure to different cultures
and traditions can promote cultural understanding and respect. By learning about and
engaging with local communities, trekkers can gain a broader perspective on the world,
fostering a sense of global citizenship.
3. Sustainability Practices:
Trekking organisations often emphasise sustainable practices recommended by UIAA 7 below
which educate participants on how to minimise their impact on the environment and promote
sustainable tourism: -
-Book Smart:
Exploring a less known mountain range and travel at low season or off-season will have less
impact on the mountains during peak season.
-Travel Wise:
The UIAA encourages tourists to use lower carbon transportation methods like taking a bus,
train or carpooling with friends to the mountains from home.
-Support:
Look for and endorse eco-friendly businesses that cater to the mountain tourism sector,
purchase locally grown food. Stay informed about clean energy options.
-Be Respectful:
● Show respect to locals and their traditions and be considerate of other mountain-
goers.
● Act responsibly by educating yourself about the local mountain conditions, checking
weather forecasts, consulting local guides, and getting well-prepared before heading
into the mountains.
● This prevents the need for expensive search and rescue operations.
-Leave No Trace:
Mountain environments themselves are under threat with so many tourists each year who
come for a wide variety of reasons like to seek adrenaline, challenge, enjoyment, connection
with other people and the beauty of nature, and more.
-RRR & U:
• Reduce your impact
• Reuse items
• Recycle the waste
-Spread The Word:
Share your experiences with friends, family, colleagues, and business partners. Inspire,
encourage, and act as good role models for others so that they too respect the mountains.
Educational Tourism:
Trekking destinations can serve as educational tourism sites, attracting students and
researchers interested in geography, geology, biology, and ecology.
Integrating trekking as an element of management education and proposed steps:

The basic assumption behind the integration is that the management students entering the
institution are mostly first-time trekkers, with no earlier trekking experience.
Figure 8: Ken Gilbertson’s Model of Outdoor Education
Out of the top ten skills for 2025 recommended by World Economic Forum, following skills
are developed during trekking:
-Analytical thinking and innovation
-Active learning and learning strategies
-Complex problem solving
-Critical thinking and analysis
-Creativity, originality, and initiative
-Leadership and social influence
-Resilience, stress tolerance and flexibility
-Reasoning, problem solving and ideation
Benefits students get from trekking:

1. Physical and Mental Skills:
Trekking involves physical and mental challenges, from navigating rough terrain to
dealing with adverse weather conditions, which promote physical fitness, resilience,
and important life skills, such as self-reliance and adaptability. We get more fresh
oxygen, and it improves fitness level and stamina significantly. In addition to
affecting neurotransmitters like serotonin and endorphins, which help us relax,
trekking exposes us to natural light, which affects the hormone melatonin. In addition
to surging of endorphins, conquering challenges can provide a boost of dopamine.
Immersing oneself in nature promotes a sense of serotonin, and sharing adventures
with friends triggers the release of oxytocin.
2. Leadership and Team Building:

Group trekking experiences can be excellent opportunities for leadership and team-
building development. Leaders emerge, and team dynamics help individuals develop
interpersonal skills and an understanding of collective problem-solving.
Each team is a mix of people of various skill sets, aptitudes, and physical fitness.
Students must think ahead and make back-up strategies in case their original plan
fails. Every step in a trek is about strategy and execution and needs clear
communication. Effective distribution of chores and tasks like planning, cooking,
travel, stay etc. is essential to bring out their best skills to use. Natural socialisation
happens and they make new friends.
As Nihar Shrotri, an avid trekker and leader says, “Being a trek leader makes you
learn more skills than just being a trekker as there are many responsibilities to be
taken”. Risk-taking, removal of fear, planning of routes, travel, stay and food,
managing the speed and timing based on every team member’s capacity, empathy are
other leadership parameters learned and inculcated during trekking.
2. Outdoor Education:
Trekking can be a valuable platform for outdoor education, where participants learn
about navigation, rescue, survival skills, first aid, and environmental science.
As veteran author and trekker Mr. Anand Palande points out, unlike any other sports,
in trekking there is no competition. It is with self, to improve fitness, stamina, and
mind power.
3. Career Opportunities and Entrepreneurial Mindset:
Trekking and adventure tourism can provide career opportunities for local
communities. Local guides, porters, and support staff are often essential for trekking
expeditions, contributing to income generation and skill development in remote areas.
"The biggest hurdle in the innovation process is the fear of failure in the minds of
management students and entrepreneurs"-Harsh Mariwala, Chairman, Marico
Industries.
Trekking helps to reduce fear of falling, and fear of failure, and helps develop a risk-
taking attitude- both elements being crucial for entrepreneurs. If passionate about
trekking, one can take the journey of being an entrepreneur in the trekking domain.
4. Personal Growth:
Trekking can contribute to personal growth by instilling qualities such as self-
confidence, self-awareness, and a sense of purpose. These qualities can positively
impact an individual's educational and career journey. Students begin to explore
nature and discover their own personality, and when they complete a trek, they get a
sense of achievement. They get digital detox and enjoy being in nature, significantly
increasing their happiness index due to various flowers ‘fragrances, nature's beauty,
touching water and mud, listening to the music of waterfalls, bird chirping etc.
Trekking also helps in developing creative skills like photography, singing, bird
watching.
5. Trekking and health benefits:
The journey to reach the peak just to breathe, feel, listen, and feel what’s around with
all meaningful, exciting, and arduous parts of trekking. This comes up with a lot of
effort just to feel that joy, resilience, the power to face every misery and confidence
with an emotion.9
In trekking one can experience various health advantages, such as reduced blood
pressure, decreased stress levels, enhanced immune system functioning, and improved
focus. There are other benefits like weight loss, diminished feelings of depression,
and an overall sense of well-being.10
Our research based on that is it beneficial to take trekking as a course to make our
coming generation aware of benefits from trekking and how it is useful for us to learn
sustainability with the help of experimental learning through trekking.
As we planning to create a course in universities so that to make our youth aware OF
sustainability environmental education through trekking.
TREKKING as it is the activity which gives us the most health benefits in our
increasingly busy lives ,and therefore it is unsurprising that an increasing number of
people are beginning to ditch the gym and have started hitting the trails to enhance
their health ,moreover the great news is that just an half an hour of trekking to
mountains have significantly impact on our health ,it helps us to experience our flora
fauna ,improve our fitness , enhances our personality , and makes us strong .
Hence trekking works as the pathway to learn about the fact sustainability.
Metabolic Equivalent Task (MET)

It is essential to understand how many calories you will likely burn on your hike. The
metabolic differences in different activities are called as metabolic equivalent tasks
(MET values).
Table 1:
Calories Burned = MET value x Body Weight in Pounds x 0.4536 x Duration in Hours
The chart below mentions the calories burnt for different duration of hiking for different
weights of people:
Table 2: 14
Additionally, research has shown that exercising outdoors provides greater health advantages
than exercising similarly indoors. According to a study conducted by Jelalian et al, 76
overweight teenagers were divided into two groups, one participating in a 16-week
wilderness program and the other in an indoor fitness program with a comparable caloric
intake and expenditure.
A systematic review of 11 trials by Thompson Coon et al indicated that participants self-
reported experiencing positive effects from outdoor exercises, including increased feelings of
joy and positive engagement, along with reduced tension, confusion, anger, and depression,
as well as heightened energy. Conversely, performing identical activities indoors did not
yield similar beneficial results. 15
Recommending trekking as an experiential learning tool for management courses

highlighting its impact and benefits:
Fig 9-Recommended model by Harward Business School to reinvent the MBA education:
Trekking as an experiential learning tool can enhance students’ understanding of the subject
and develop multiple skills.
At Vijaybhoomi University, we implemented this concept as a trial run:
1. For management students we conducted easy to medium treks, with most first-time
trekkers
2. Physical fitness was assessed before trek
3. Essential items like trekking shoes, stick, medical kit, food, water, dry fit clothes were
ensured
4. A leader and co-leader (both male and female) were assigned
5. Breathing techniques, trekking techniques were taught before and during the trek
6. Stretching exercises done post trek
Treks Completed:
1. July-Pandav caves and waterfall,
2. August-Kothaligad and Bhimashankar trek,
Fig 10- Steps, Calories, Distance, Duration
3. September-Demon Waterfall trek,

4. October-Budhla and Gorakh Gad trek
Learnings from trek:

Students analysed learnings from trek and shared with the class as below:
Fig 11-
Implementation of class learnings:
1. For Services Operations Management subject students were asked to create a trekking
agency
2. Students applied the tools learned in class viz. Service strategy, differentiation,
blueprint, GAP model etc. using their trek experience more meaningfully
Structure of trekking as a course with linkage to learning objectives:

Figure 12-
The proposed course outline has pathway for new trekkers in four stages
1. Easy Treks:
No prior experience in mountaineering and rock climbing is required, as it starts with an
elevation below 3,500 m. These are comparatively easy, duration does not exceed 3 to 5
hours a day, and includes small hills, mountains, and trails. The basic fitness acquired
through regular walking, running and other exercises is mandatory.
2. Moderate Treks:
After a few easy treks moderate treks which are a combination of longer and shorter walks,
are planned. During these treks, a hill-walking experience is desirable. This trek is
comparatively a bit longer and harder than an easy trek. The walking hours are usually no
more than 6 hours a day or less but with more height gain. These treks are carried out at a low
altitude with an elevation of 4,500m.
3. Basic Mountaineering Training -
The training includes understanding and practice of:
● Types of ropes
● Knots and Hitches
● Rock Climbing
● Rappelling
● Base Making
● Jumaring & Zipline
● Rescue training & First Aid
● Mountain Terminologies
● Tent pitching
● Bag packing
This training is done at a mountain or fort to get real-life experience and skill development.
4.Difficult / Technical Trekking & Himalayan Treks –
These treks are of the toughest grade and include rock climbing, rappelling and such
activities learned in basic mountaineering training using technical gears/equipment. This type
of trek encompasses rocks, mountains and forts which are tough to climb and involve more
than 8 to 9 hours of trekking and climbing per day. Trekkers should possess good physical
and mental fitness, trekking skills, and experience. Himalayan treks are then planned which
need higher fitness levels, trekking skills, acclimatisation, and the right equipment.
Figure 13-
Himalayan Treks Easy & Moderate

Treks
April - Jun
July to October
Basic
Mountaineering Course
Difficult and
Technical Treks
Nov-Mar
Alignment of trekking as a learning activity to Learning Goals and Objectives:

Table 1:
General Learning LOs Learning Objectives Sub Los
Goals (GLG) (LO)
Effective 1.1 Oral Communication 1.1.1 Clarity
Communication 1.1.2 Content
and Teamwork Articulation
1.2 Written 1.2.1 Clarity
Communication 1.2.2 Content
Articulation
1.3 Teamwork 1.3.1Goal-orientation
1.3.2 Execution
1.3.3Contribution to
discussions
Managing Self 2.1 Clarity of Purpose 2.1.1. SMART Goals
2.2 Self Confidence 2.2.1 Assertiveness
2.2.2 Decisiveness and
openness to review
2.3 Wellness 2.3.1 Cardiovascular endurance
2.3.2 Muscle Strength and
endurance
2.3.3 Body flexibility
2.3.4 Body composition
Social 3.1 Social Awareness 3.1.1 Tolerance
Responsibility 3.1.2 Empathy
3.2 Social Impact 3.2.1 Discern
3.2.2 Develop approaches
Problem Solving 4.1 Problem Framing 4.1.1 Correctness
4.2 Evaluation of 4.2.1 Multiple alternatives
alternatives
4.3 Feasible solutions 4.3.1 Viability
Learning Outcomes for the Course:
1. Design and execute an individual-specific fitness plan.
2. Create team spirit and engagement through competitive activities.
3. Integrate body and mind and generate synergy.
4. Develop multiple skills and implement class learnings
Measuring Outcome:
● Improvement in physical fitness level through end term tests
● Change in attitude, skills, risk-taking ability, and action
● Students start taking initiative for next trek, leadership, and projects
3. Conclusion
The paper delves into the significance of sustainability literacy, which encompasses not only
ecological and environmental awareness but also ethical and social considerations. It explores
the ethical dimension of sustainable education, emphasizing the need to cultivate empathy,
social justice, and global citizenship.
In the context of future generations, this abstract discusses the role of technology in education
skill development. It underscores the potential of digital platforms, online resources, and
virtual learning environments in disseminating sustainable knowledge and fostering eco-
conscious behaviors.
Environmental Awareness Trends: A chart depicting the trends in

environmental awareness among students over the years.
Sustainable Curriculum Integration Progress: A chart illustrating the

progress in integrating sustainability into educational curricula in different
regions.
Interdisciplinary Course Offerings: Data showing the availability and

popularity of interdisciplinary courses that merge sustainability with various
academic disciplines.
Skills Development Assessment: A chart presenting the assessment of

students' skill development in critical areas related to sustainability.
In summary, this research paper addresses the critical nexus between

sustainability and education, aiming to foster skills essential for the future
generation. It examines the challenges and opportunities within sustainable
education and provides data-driven insights into the progression of these
initiatives.
Sustainable education, sustainability in skills learned, their implementation and

sustainability of environment all lead to a more practical, sensible, result
oriented skilled youth, capable of working as professional or an entrepreneur. It
encourages critical thinking and problem solving skills, enabling individual to
address global challenges. It helps to promote innovation and creativity and
bridges the gap between policy and practice. It is not just a educational concept,
but a transfortive force for a better, more equitable and creative world.
Experiential learning gives students a real life experience and develops self-
confidence to perform in their careers. It helps the individual to develop deeper
understanding of problem solving skills and motivates to continue lifelong
learning. It better prepares individuals for the challenges they will face in their
personal and professional lives and making the transition from education to real
world smoother.
By making trekking as part of management education, it will help students for:
1) Self discovery, sense of achivement
2) Multiple skills development
3) Environmental consciouness and responsibility to conserve it for next
generations
4) Entrepreneurship development
5) Application of class learning
“Education's the light, a beacon so bright,

Sustainability's key, in knowledge's pure flight.”
Keywords: Experiential Learning, Trekking, Multiple Skills, Management, Sustainability

of Future Education, Sustainable Literacy, Ecological & Environmental Awareness,
Integrational Skill Assessment, Global Citizenship.
Contributors: JAGSoM MBA 2023-25 Students:
1. Arush Nandwani
2. Janvi Keswani
3. Chirag Sharma
4. Gayatri Mahajan
5. Pranay Shukla
6. Ujjwal Garg
7. Lavish Adhikari
8. Shakshi Choudhary
Acknowledgements:
Inputs on trekking-benefits, eligibility, course outline, skills development:

● Mrs. Vandana Kulkarni, Adventure Sports Instructor, Bhonsla Military School, Nasik,
100+ treks, 5 Himalayan Treks (10 AM-10.20 AM)
● Mr. Anand Palande, Founder Giri Premi, Author of 11 books on trekking, 200+ treks,
7 Himalayan expeditions (11AM to 12 PM)
● Mr. Nihar Shrotri, BE (Printing Technology), MBA (Business Management-
NMIMS), Business Analyst (IT Startup),500+ treks, 20 Himalayan Treks, Partner in
trekking start-up. Experiential Learning-Benefits, Methods, Trends, Trekking as
experiential learning tool
● Mr. Vishwas Parchure, Experiential Learning School, Pune on 22nd Oct 2023- 10.35
AM-10.50 AM
Trekking as entrepreneurship:
● Dr. Anand Bansode, Founder and CEO, 360 Explorer Inc.
Health benefits of Trekking, Biodiversity conservation:

● Dr. Sandeep Shrotri, Laparoscopy and endoscopy surgeon, author, photographer,
mountaineer, bio-diversity practitioner, environmental protection activist
References:
1
https://www.experiential.institute/
2
https://www.indmount.org/IMF/trekking
3
https://summits.com/climbing-tips/terminology-hiking-vs-trekking-vs-mountaineering-
vs/493#:~:text=Short%20answer%3A,ascend)%20a%20mountain%20for%20sport
4
An outdoor and adventure education history by D. Mitten, 2019. Origin and Direction of
Adventure Education [course handout], Prescott College Adventure Education Master of Arts
Program
Trekking and health benefits:
5
Lee J, Tsunetsugu Y, Takayama N, et al. Influence of forest therapy on cardiovascular
relaxation in young adults.
6
Ewert AW, Mitten DS, Overholt JR. Natural Environments and Human Health.
Wallingford, England: CABI; 2014.
7
Morris JN, Heady JA, Raffle PA, Roberts CG, Parks JW. Coronary heart disease and
physical activity at work. Soumya Mitra, A Retrospective Study of a History of Outdoor
Practices, Recreation, and Education in India, 2022.
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Research Paper ADITYA PRATAP

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Integration Of Trekking in Management Curriculum

Framework for Sustainable Education To Develop

*Corresponding author: Aditya Pratap Aggarwal

The primary objective of this research is to enhance teaching effectiveness by fostering a

The research concludes by suggesting the integration of trekking as an experiential learning

1. Encouraging students to connect with nature and engage in physical activities,

Keywords: Experiential Learning, Trekking, Multiple Skills, Management, Sustainability of

1.1 Integration of trekking in the management curriculum framework

2. Integrating trekking as an experiential learning tool in management

“What We Learn” model by American Psychiatrist William Glasser: (Figure 2)

10% What we read

20% What we hear

30% What we see

50% What we see and hear

70% What we discuss

80% What we experience

Advantages of Experiential Learning:

Experiential Leadership Institute:

B. Sustainability and Sustainable Education:

2. Experiential Learning: Practical experiences, such as internships, hands-on projects,

C. Trekking- a new passion in youth:

Goal #16: Peace, justice, and strong institutions:

Integrating trekking as an element of management education and proposed steps:

Benefits students get from trekking:

2. Leadership and Team Building:

Metabolic Equivalent Task (MET)

Recommending trekking as an experiential learning tool for management courses

3. September-Demon Waterfall trek,

Learnings from trek:

Structure of trekking as a course with linkage to learning objectives:

Himalayan Treks Easy & Moderate

Alignment of trekking as a learning activity to Learning Goals and Objectives:

Effective 1.1 Oral Communication 1.1.1 Clarity

Environmental Awareness Trends: A chart depicting the trends in

Sustainable Curriculum Integration Progress: A chart illustrating the

Interdisciplinary Course Offerings: Data showing the availability and

Skills Development Assessment: A chart presenting the assessment of

In summary, this research paper addresses the critical nexus between

Sustainable education, sustainability in skills learned, their implementation and

“Education's the light, a beacon so bright,

Keywords: Experiential Learning, Trekking, Multiple Skills, Management, Sustainability

Contributors: JAGSoM MBA 2023-25 Students:

Inputs on trekking-benefits, eligibility, course outline, skills development:

Health benefits of Trekking, Biodiversity conservation:

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