Translating NEP 2020 Vision into Classroom Practice: Challenges and Opportunities in Indian Higher Education Institutions

Abstract

The National Education Policy (NEP) 2020 represents a paradigm shift in Indian higher education, aiming to transition the pedagogical continuum from rote learning toward holistic, interdisciplinary, and student-centric inquiry. While the policy framework outlines ambitious macro-level goals—such as the Multiple Entry and Exit Scheme (MEES), Academic Bank of Credits (ABC), flexible curricula, and experiential learning—its ultimate success hinges on effective micro-level execution within individual classrooms. This paper examines the practical realities, systemic challenges, and structural opportunities associated with translating the vision of NEP 2020 into day-to-day instructional practices across Indian Higher Education Institutions (HEIs). It further provides actionable frameworks for institutional leadership and faculty members to bridge the gap between policy intent and classroom outcomes.