Abstract
Schools in general carry the fundamental responsibility of moulding and transforming society to meet the dynamic inherent. Under the scenario, it becomes immensely relevant to challenge the underpinning processes for the sustainable growth and development of any nation. The research work explores the concept of critical constructivism, in the light of Paulo Freire's philosophy to support the pertinent and ostensible transformation desired. The study develops the self-assessment framework to evaluate the preparedness of schools towards a critically constructivist classroom. The developed framework was implemented in schools of different governance to evaluate the current proposition in the context. The self-assessment framework establishes credential credibility through quality process viability assessment. The results of the study reflect upon the gaps and way forward to enable critically constructivist classrooms.
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