NEP 2020 AND TEACHER PREPAREDNESS: A CRITICAL ANALYSIS OF GROUND REALITIES

DOI: https://doi.org/10.56815/IRJAHS/2026.V(2026)I1.36-44

Abstract

The National Education Policy (NEP) 2020 proposes a comprehensivetransformation of the Indian education system, with teachers positioned as key agents of change. Its success, however, depends largely on how effectively educators are prepared to interpret and apply its reforms in diverse classroom contexts. This study critically examines the actual level of teacher preparedness in relation to the expectations outlined in NEP 2020, focusing on pedagogical skills, digital competence, professional autonomy, and institutional support systems. Using a qualitative analytical approach based on secondary sources, the paper identifies a persistent mismatch between policy intent and implementation capacity. While the policy promotes learner-centred methods, multilingual practices, and technology integration, many teachers continue to face limitations due to insufficient training, infrastructural constraints, and lack of sustained professional development. The study argues that without systematic and context-sensitive capacity building, the intended reforms may remain only partially realised.