The present paper analyses the design and implementation of a learning experience at a Mumbai based business school through the prism of action learning, immersive experience and experiential learning. The paper uses the case study method for analyzing the design and implementation of the learning experience; followed by the survey method employing The Experiencing Scale as proposed by Stock and Kolb (2020) to investigate student engagement with the learning experience across the dimensions of presence, embodiment, and novelty. The results indicate that a majority of students demonstrated high levels of presence (60–70%), suggesting that the learning experience effectively captured students’ attention and engaged them. Qualitative analysis reveals key learning outcomes including enhanced empathy, civic consciousness, interpersonal skills, and a deeper understanding of social realities. However, limitations were observed in sustaining novelty and achieving full embodied immersion, partly due to constrained duration and repetitive exposure. The study contributes to management education literature by demonstrating that authentic, socially embedded immersive experiences can effectively complement traditional pedagogies in developing socially responsible future managers. It also proposes a replicable model for integrating NGO partnerships and guided reflection into business school curricula
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