Author: Malay Kanti Acharya
DOI Link: https://doi.org/10.70798/PP/030210009
Abstract: The National Education Policy (NEP) 2020 represents the first major overhaul of India’s educational framework in 34 years. It seeks to replace the rigid, siloed structures of the past with a multidisciplinary, flexible and student centric model. This paper examines the transformative impact of NEP 2020 on the Higher Education Institutions (HEIs) of India, focusing on the introduction of the Academic Bank of Credits (ABC), the Four Year Undergraduate Programme (FYUP) and the emphasis on research led teaching. A qualitative analysis of policy documents, preliminary implementation reports from various universities and a review of global best practices in multidisciplinary education. Preliminary findings suggest that while the policy offers unprecedented academic freedom and global alignment, it presents significant challenges for faculty regarding curriculum redesign, technological adaptation and the transition from teaching to mentoring. The success of NEP 2020 hinges on the empowered teacher. For the policy to reach its goal of a 50% Gross Enrolment Ratio (GER) by 2035, HEIs must prioritize faculty professional development and infrastructure readiness to bridge the digital and pedagogical divide.
Keywords: NEP 2020, Higher Education, Multidisciplinary Learning, Academic Bank of Credits, Faculty Development, Pedagogy.
Page No: 62-64