Published Paper Details:

India being most populous nation in the world, with a population of approximately 1.428 billion people where in notably, over 40% of this population falls under the age group of 25, placing India with a median age of 28 years. This growth has contributed significantly to the nation's GDP which enabled India to secure the world's fifth-largest global economy with an estimated 4.0 trillion USD (Time- 2023, pewresearch -2023). Contrary to the demographic advantage, there are persistent scarcity of skills for employments. According to a modern study, only 45% graduates are employable with required skill set which indicates a huge gap between the academic curricula and industry demands. Recruiters are reluctant to recruit Gen Z candidates as they lack in teamwork, communication skills and managing conflicts at workplace due to inefficiency of applicability skills to incorporate acquired theoretical knowledge into practice. (time.com, 2024) In order to bridge this gap between the industry expectations and academic supply of Gen-Z, it is crucial to adapt activity-based classroom teaching pedagogy to empower the Gen-Z with employability skills. Addressing this challenge aligns with SDG 4 framed by United Nations General Assembly, 2015 which emphasizes the inclusive and equitable quality education and promote life-long learning opportunities for all (UN- DESA-SDG-2015). The framework of bloom's taxonomy theory, popularly accepted model across the educational bodies to deliver the curriculum efficiently. On the other hand, the levels of its applicability have impacted over the employability skills acquired by the students. The present study aims to understand the importance of Activity Based Classroom teaching strategies using the bloom's taxonomy framework towards the development of employability skills among Gen-Z using the statistical tool JAMOVI version 4 application and inferential statistical test.