International Journal of Contemporary Research in Multidisciplinary

Abstract:

The National Education Policy (NEP) 2020 marks a significant transformation in India's educational landscape, aiming to replace traditional, rote-based learning with a holistic, inclusive, and competency-driven framework. This research paper critically analyzes the policy’s core provisions and examines the gap between policy intentions and classroom-level practices. Anchored in a qualitative methodology, the study draws upon extensive literature and secondary data to evaluate NEP 2020’s impact on curriculum reform, teacher empowerment, inclusive education, and assessment transformation. The study identifies the major pillars of NEP 2020 competency-based learning, multilingualism, vocational training, and foundational literacy as key drivers for fostering 21st-century skills such as creativity, collaboration, critical thinking, and communication. However, despite its forward-looking vision, the policy’s implementation faces substantial challenges. These include inadequate infrastructure, the digital divide, limited teacher preparedness, and disparities in rural-urban execution. The findings highlight a critical research gap in understanding how NEP reforms are being localized and interpreted in real classrooms, particularly in under-resourced settings. Three primary research objectives guide this study: to assess the extent of pedagogical reform implementation, evaluate educator readiness, and analyze stakeholder perceptions of the policy's effectiveness. The paper proposes a conceptual framework linking policy inputs to classroom practices, implementation challenges, and student outcomes. It concludes that while NEP 2020 has the potential to revolutionize Indian education, its success hinges on context-sensitive strategies, capacity building, and collaborative governance. By bridging the divide between policy and practice, this research contributes to ongoing efforts to make Indian education more equitable, engaging, and future-ready.

Keywords:

National Education Policy 2020, Classroom Learning, Inclusive Education, Teacher Empowerment, Competency-Based Education

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