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Reimagining Indian Education for the 21st Century: A Critical Analysis of India’s National Education Policy 2020
Subject area: Arts, Social Sciences and Humanities · Area of research: Education
DOI: https://doi.org/10.64388/IREV9I12-1719039
Abstract
The National Education Policy (NEP) 2020 represents one of the most ambitious education reforms undertaken in India, seeking to address systemic inefficiencies while aligning education with 21st-century socio-economic and technological demands. Building upon contemporary empirical and policy-oriented scholarship, this article critically re-examines NEP 2020 through an integrative framework that combines policy analysis with stakeholder-centric insights. Drawing from recent high-impact studies, particularly evidence on student, teacher, and expert perceptions, the paper evaluates the policy’s promises, structural innovations, and implementation pitfalls. The study argues that while NEP 2020 offers a transformative vision emphasizing flexibility, multidisciplinary learning, equity, and research orientation, its success depends largely on institutional readiness, teacher capacity building, financing, and federal coordination. By synthesizing policy provisions with contemporary empirical findings, the article contributes a nuanced, implementation-focused perspective.
Keywords
National Education Policy 2020, Education Reform, Stakeholder Perceptions, Higher Education Transformation, Policy Implementation, India
How to cite this paper
@article{1719039,
author = {Dr. Botta Ashok, Vonumu Preethi},
title = {Reimagining Indian Education for the 21st Century: A Critical Analysis of India’s National Education Policy 2020},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {12},
pages = {2048-2055},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1719039.pdf},
abstract = {The National Education Policy (NEP) 2020 represents one of the most ambitious education reforms undertaken in India, seeking to address systemic inefficiencies while aligning education with 21st-century socio-economic and technological demands. Building upon contemporary empirical and policy-oriented scholarship, this article critically re-examines NEP 2020 through an integrative framework that combines policy analysis with stakeholder-centric insights. Drawing from recent high-impact studies, particularly evidence on student, teacher, and expert perceptions, the paper evaluates the policy’s promises, structural innovations, and implementation pitfalls. The study argues that while NEP 2020 offers a transformative vision emphasizing flexibility, multidisciplinary learning, equity, and research orientation, its success depends largely on institutional readiness, teacher capacity building, financing, and federal coordination. By synthesizing policy provisions with contemporary empirical findings, the article contributes a nuanced, implementation-focused perspective.},
keywords = {National Education Policy 2020, Education Reform, Stakeholder Perceptions, Higher Education Transformation, Policy Implementation, India},
month = {June},
doi = {https://doi.org/10.64388/IREV9I12-1719039}
}