The 21st-century landscape, along with its holistic transformations, necessitates a shift in classroom pedagogical practices. Moving away from traditional aims, education now focuses on developing skilled and 21st-century competent citizens in response to contemporary global demands. In this context, India’s National Education Policy (NEP) 2020 advocates for learner-centred and multidisciplinary teaching-learning approaches that foster critical thinking and problem-solving skills, rather than producing mere theoretical learners. The policy emphasises comprehensive pedagogies that are holistic, inclusive, personalised, and that integrate technology as an essential component. The overarching goal is to nurture creative minds with strong decision-making abilities, contributing to a sustainable world and society. This paper aims to explore the pedagogical shifts proposed by NEP 2020 and examine the challenges associated with their implementation at the ground level.
Dr. Lakshmi Sameer Mahajan (2026) studied this question.