Abstract:
Bloom’s Taxonomy has remained one of the most influential frameworks in educational
psychology and Outcome-Based Education (OBE). However, its increasing institutionalisation
within Indian higher education raises important pedagogical and epistemological concerns.
This study critically examines the applicability of Bloom’s Taxonomy within management
education in Pune city. Using descriptive and analytical research design, the study evaluates
whether hierarchical cognitive classification genuinely reflects contemporary learning
processes in higher educational institutions. The findings indicate that learning in management
education is integrative, recursive, experiential, and context-driven rather than linear and
hierarchical. Bloom’s Taxonomy was found to function primarily as an administrative and
accreditation-oriented framework embedded within OBE documentation rather than as an
authentic cognitive learning architecture. In response, the study proposes the Integrated
Cognitive Learning Model (ICLM), a non-hierarchical and context-sensitive pedagogical
framework integrating experience, reflection, application, evaluation, and creation. The paper
argues for a shift from compliance-oriented educational structures toward culturally grounded
and cognitively authentic pedagogical ecosystems
