Author: Sk Abdul Hamid
DOI Link: https://doi.org/10.70798/Bijmrd/04071004
Abstract: The National Education Policy (NEP) 2020 represents a transformative framework for reshaping India’s education system in alignment with 21st-century digital competencies and global standards. The policy emphasizes the integration of digital pedagogy, technology-enhanced learning, and virtual classrooms as essential components for equitable and inclusive education (Ministry of Education, 2020). NEP 2020 envisions a shift from traditional rote-based learning to competency-based, flexible, and learner-centered models that leverage Information and Communication Technology (ICT) tools and digital platforms to promote critical thinking, creativity, and collaboration (Kumar & Bansal, 2022). The implementation of digital pedagogy under NEP 2020 focuses on the use of platforms such as SWAYAM, DIKSHA, and ePathshala, along with Al-enabled adaptive learning systems to enhance accessibility and personalization in education (NITI Aayog, 2021). The COVID-19 pandemic further accelerated the adoption of virtual classrooms, highlighting both the potential and challenges of digital transforma-tion in teaching and learning. Teachers are now required acquire Technological Pedagogical Content Knowledge (TPACK) to effectively design and deliver digital lessons in diverse learning environments. This paper explores the multidimensional role of NEP 2020 in fostering digital inclusion, enhancing teacher preparedness, and promoting experiential and blended learning through virtual classrooms. It also dis-cusses the policy’s implications for addressing.
Keywords: Diksha, Swayam, Epathsala.
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