Asian Journal of Education and Social Studies

School Management Committees (SMCs), established under India’s Right of Children to Free and Compulsory Education (RTE) Act, 2009, play a vital role in promoting decentralized governance and strengthening community participation in elementary education. While existing research has largely emphasized the administrative, financial, and monitoring responsibilities of SMCs, their pedagogical role, particularly in integrating local knowledge and supporting curriculum reform which remains underexplored. This study undertakes a qualitative synthesis of empirical and theoretical literature published between 2015 and 2025 to examine how SMCs facilitate contextualized and interdisciplinary learning in elementary schools. Drawing on peer-reviewed journal articles, policy documents, and regional case studies from India, the review identifies mechanisms such as teacher community interaction, use of local languages and cultural practices, engagement of community resource persons, participation in School Development Plans, and promotion of experiential learning rooted in local contexts. These practices enable interdisciplinary connections across subjects such as environmental studies, social sciences, language and vocational learning. The findings indicate that despite their significant potential, SMCs’ pedagogical contributions remain underutilized due to limited role clarity, inadequate capacity-building, socio-economic constraints, and weak policy linkages. The study underscores the need to strengthen SMC capacities and align community participation with curricular and instructional objectives to enhance curriculum relevance, interdisciplinary learning, and continuity with the holistic educational vision of the National Education Policy 2020.