Aug 2026· International Journal of Latest Technology in Engineering Management & Applied Science· Vol 15, pp. 3292-3308· 0 citations· 4 references
Abstract
The National Education Policy 2020 (NEP 2020) represents one of the most ambitious educational reform initiatives undertaken in India in the past three decades. Conceived as a transformative framework, the policy seeks to restructure the Indian education system by promoting multidisciplinary learning, flexibility in academic pathways, integration of vocational education, and the adoption of technology-driven educational practices. However, the success of any public policy is determined not only by the clarity of its vision but also by the effectiveness of its implementation at the institutional level. This study examines the implementation of NEP 2020 within undergraduate colleges affiliated with the University, focusing on the gap between policy design and institutional execution. Employing a mixed-methods research design, the study draws on quantitative survey data and qualitative insights gathered from ten affiliated colleges—two urban and eight rural institutions. The findings reveal significant structural and administrative challenges that hinder effective implementation, including inadequate infrastructure, shortages of trained faculty, limited digital readiness, and an overburdened examination system. Furthermore, the study highlights the complexities of implementing national-level reforms within a federal governance structure where educational policy is centrally formulated but largely executed by state-level institutions. The analysis suggests that while NEP 2020 provides a visionary blueprint for educational transformation, its success depends heavily on institutional preparedness, sustained financial investment, and coordinated policy execution across governance levels. Bridging the implementation gap is therefore essential to realize the transformative potential envisioned by NEP 2020.
The National Education Policy (NEP) 2020 marks a significant reform in India's education system, aiming to enhance quality, equity, accessibility, and holistic learning across all levels of education. Implementing the policy in geographically remote and socio-culturally diverse regions, however, presents unique challenges and opportunities. This paper examines the implementation of NEP 2020 in Kargil district of the Union Territory of Ladakh, with particular emphasis on the higher education sector. It explores key challenges, including inadequate educational infrastructure, limited digital connectivity, shortage of qualified faculty, language diversity, difficult geographical conditions, and socio-cultural constraints that may affect effective policy implementation. Simultaneously, the study highlights opportunities arising from the policy, such as the promotion of local languages and indigenous knowledge systems, multidisciplinary and skill-based education, experiential learning, increased use of educational technology, community participation, and institutional autonomy. The paper argues that the successful implementation of NEP 2020 in Kargil requires context-specific strategies, strengthened institutional capacity, investment in infrastructure, continuous faculty development, and active engagement of local communities and stakeholders. It concludes that, with sustained policy support and collaborative efforts, NEP 2020 has the potential to transform higher education in Kargil by improving educational quality, promoting inclusive and equitable access, preserving cultural heritage, and contributing to the region's sustainable socio-economic development.
Dr. Jaffar Ali Khan· International journal of res...· 0 citations
The National Education Policy (NEP) 2020 is one of the most significant educational reforms introduced in India in recent decades. It aims to improve the quality of education through multidisciplinary learning, digital education, skill development, teacher training, research promotion, and better governance. Although the policy has created several opportunities for educational institutions and learners, its implementation has also faced many practical challenges. This study examines both the opportunities and the challenges associatedwith the implementation of NEP 2020 from the perspective of educational stakeholders. Primary data were collected from 400 respondents, including teachers, students, school administrators, college faculty, and academic professionals, using a structured questionnaire. The questionnaire consisted of demographic questions and statements covering four major dimensions: opportunities created by NEP 2020, implementation challenges, institutional preparedness, and implementation effectiveness. The responses were measured mainly using five-point scales with different response formats to capture diverse opinions. The findings of the study are expected to identify the most influential opportunities and the major barriers affecting successful implementation of the policy. The study will also provide useful suggestions for policymakers, educational institutions, and administrators to strengthen the implementation process and achieve the objectives of NEP 2020 more effectively.
A. Irfan· Global Journal of Emerging T...· 0 citations
It is concluded that achieving equitable digital transformation in Nigerian education requires a shift from infrastructure-centred implementation toward an equity-driven strategy prioritizing teacher professional development, inclusive policy design, coordinated governance, and sustained public investment.
Surajudeen Sadiq, N. Orunbon, Isioma Stella Olagunju· Journal of Education and Lea...· 0 citations
Rapid advances in information and technology, together with globalization, have necessitated continuous policy reforms in education systems. In Türkiye, the 2023 Education Vision and the 2024 Century of Türkiye Education Model (CTEM) represent key reform initiatives aiming to promote student-centered, competency- and values-based education, digital transformation, equal educational opportunities, and improved assessment and evaluation processes. This study aims to evaluate the reflections of these reforms on the educational and administrative processes of Regional Boarding Secondary Schools (RBSSs) based on the views of teachers and school administrators. A qualitative research approach with a phenomenological design was employed. The study group consisted of 21 participants, including 11 teachers and 10 school administrators working in RBSSs during the 2025–2026 academic year. Data were collected through a semistructured interview form and analyzed using descriptive analysis. The findings indicate that the reforms have positively influenced teaching and learning processes, school management, assessment practices, and student development. However, time management, inadequate physical infrastructure, lack of instructional materials, and the need for in-service training were identified as challenges to effective implementation. In addition, the boarding school environment was found to support students’ responsibility, self-regulation, social skills, and values development. The study concludes that strengthening teachers’ professional development and improving school facilities are essential for the effective implementation of these reforms.
This paper investigates the system of structural barriers and policy implementation practices and policy implementation practices regarding educational inequality between urban and rural areas in Vietnam from 2020 to 2025, with a primary focus on middle schools and high schools in Vietnam. By employing document analysis, secondary data synthesis, and policy evaluation, the study reveals that the regional educational gap encompasses not only disparities in physical infrastructure and the rate of permanent school buildings but also the digital divide, which includes connectivity infrastructure and teachers’ digital teaching competencies. Additionally, the paper highlights ecological system barriers such as workforce shortages, household livelihood pressures, and outdated cultural practices (e.g: child marriage and child labor). Although national target programs have achieved certain positive outcomes in leveling initial material barriers, implementation effectiveness remains limited due to mass-oriented and urban-centric approaches. Consequently, the study also proposes a set of structural solutions aiming at transforming learners’ intrinsic capacities, improving remuneration policies for teachers, and implementing community interventions to ensure substantive and sustainable equity throughout the educational process.
Unknown authors· International journal of soc...· 0 citations
Digital transformation has become a major strategic priority in higher education, yet many African universities continue to struggle with implementation challenges that limit administrative efficiency. This study examines digital transformation at the University of Education Wenneba, Ghana, by exploring the socio-political and organisational factors shaping implementation outcomes. Guided by Institutional Theory and the Technology-Organisation-Environment (TOE) framework, the study adopted an interpretivist paradigm and qualitative single-case study design. Semi-structured interviews were conducted with 40 participants across senior, middle, and junior administrative levels, with data analysed thematically using NVivo 12. The findings show that implementation difficulties were driven less by resource shortages and more by misalignment between institutional strategies and operational realities. Key issues included top-down communication, informal workarounds, and ineffective training approaches. The study proposes the Contextually Responsive Digital Transformation Implementation Framework (CR-DTIF), which positions implementation as a participatory and adaptive process. The findings contribute context-specific evidence from Ghanaian higher education and offer practical implications for digital transformation policy and administrative reform.
Evelyn Gorman, Felicia Kpedekpo, Aba Ewuaba Botwe et al.· Journal of Strategic Managem...· 0 citations
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