“Evaluating Educators’ Perspectives: A Study on Teachers’ Feedback Regarding the Implementation of the National Education Policy (NEP) 2020”

Abstract

This research explores the perceptions and experiences of educators at Parul University with the implementation of the National Education Policy (NEP) 2020. The study aims to provide valuable insights into how teachers perceive and adapt to the changes introduced by the NEP 2020, with a focus on understanding the challenges and opportunities associated with its implementation. Through a comprehensive examination of educators' perspectives, this research seeks to contribute to the ongoing discourse on educational reform and facilitate informed decision-making for effective policy implementation at the institutional level. Aims and Objectives: Assess Educators' Awareness: Investigate the level of awareness among educators at Parul University regarding the key principles and objectives outlined in the NEP 2020. Evaluate Implementation Challenges: Identify and analyze the challenges faced by educators in integrating the NEP 2020 guidelines into their teaching methodologies and curriculum planning. Examine Pedagogical Changes: Explore the extent to which educators have adapted their pedagogical approaches to align with the competency-based framework and multidisciplinary approach emphasized in the NEP 2020. Investigate Infrastructure Readiness: Assess the infrastructure and technological readiness of Parul University to support the implementation of NEP 2020, including digital resources, teacher training programs, and learning materials. Gauge Teacher Satisfaction: Measure educators' overall satisfaction with the NEP 2020 implementation and identify areas where improvements or adjustments may be required. Abstract It is hypothesized that educators at Parul University will exhibit varying levels of awareness and adaptation to the NEP 2020 guidelines. The study anticipates that challenges may arise in the implementation process, particularly in terms of adjusting pedagogical approaches, addressing infrastructure requirements, and navigating the shift towards a competency-based education system. Additionally, the hypothesis posits that educators' satisfaction with the NEP 2020 implementation will be influenced by the level of support, resources, and professional development opportunities provided by the university.