Fostering Inclusivity in Education Through Curricular and Cross-Curricular Doodle Art

Dr. Lalit Kishore, an educator and researcher from Jaipur, champions the use of doodling as a vital tool for metacognitive learning. He points out that creating structured repetitive patterns, like Zentangles, can help reduce cognitive overload, minimize mind-wandering, and enhance mindfulness in educational settings, notes Google AI. (See inset clippin) Kishore emphasizes that visual practices transform passive listening into active engagement. His research and writings highlight several key advantages of this creative teaching approach. He observes that practicing doodle art enhances both attention and retention, as doodling serves as a mental anchor, helping learners stay focused and better process monotonous information. Research indicates that doodle art can alleviate stress; the repetitive physical act of sketching and decorating patterns calms the nervous system and helps manage anxiety. Moreover, engaging in doodle art enhances creative processing skills, as visual play encourages flexibility in thinking, paving the way for improved decision-making and problem-solving. The incorporation of doodle art in both curricular and cross-curricular activities by teachers, through action research, topic exploration, and lesson studies, fosters inclusive pedagogy. This approach leverages visual intelligence practices to engage students across a wide range of abilities.

In Summary Kishore (2026) advocates for doodle art as a stress-free teaching approach designed to create inclusive, equitable, diverse, and accessible classrooms. By integrating visual expression into various subjects, this method addresses different learning needs, alleviates the pressure of rote memorization, and enhances engagement through Art Integrated Learning (AIL) and Universal Design for Learning (UDL) principles, which are crucial given the current educational reforms. AIL is being endorsed by the CBSE and NCERT in India as a cross-curricular intervention aimed at making learning holistic and fostering the development of 21st-century skills. It is suggested that the UDL curriculum removes barriers, providing all students with equal opportunities to thrive, as it is based on the understanding that learner variability is the standard and that teaching should be proactive instead of reactive.

Reference Kishore, L. (2026, July 11). Fostering Inclusivity in Education Through Curricular and Cross-Curricular Doodle Art, lalit culp, https://lalitculp.wixsite.com/website/post/fostering-inclusivity-in-education-through-curricular-and-cross-curricular-doodle-art