Author: Dr. Niladri Sekhar Dara
DOI Link: https://doi.org/10.70798/Bijmrd/03060036
Abstract: The National Education Policy (NEP) 2020 introduces significant curriculum reforms aimed at transforming social science education in India into a more holistic, multidisciplinary, and competency-based domain. This study examines the nature, implementation, and impact of these reforms, with particular emphasis on pedagogical shifts, curriculum restructuring, and inclusivity. Moving away from rote learning and content-heavy approaches, the policy promotes critical thinking, experiential learning, and interdisciplinary integration. The research adopts a descriptive and analytical approach based on secondary data from policy documents, reports, and scholarly literature. Findings indicate that while many institutions have embraced flexible curricula and innovative teaching methods, implementation remains uneven due to challenges such as inadequate infrastructure, limited teacher preparedness, and regional disparities. The reforms have positively influenced student engagement, analytical skills, and civic awareness, although their long-term impact is still evolving. The study concludes that while NEP 2020 provides a strong framework for transforming social science education, sustained efforts in teacher training, resource allocation, and policy execution are essential to ensure equitable and effective outcomes across diverse educational contexts.
Keywords: Curriculum Reform, Social Science Education, NEP 2020, Experiential Learning, Educational Equity.
Page No: 312-318