Holistic and Multidisciplinary Education Through the Lens of NEP 2020

Chapter 1: “NEP 2020 and the Future of Education: A Holistic and Multidisciplinary Approach” By Debasmita Kundu & Dr. Mita Howladar This chapter provides a foundational understanding of NEP 2020’s vision, advocating for student-centric and inclusive education. It highlights the interconnectedness of various disciplines and the integration of ethical, emotional, and intellectual learning—paving the way for wellrounded individuals.

Chapter 2: “Multimodal Pedagogy in Teacher Education” By Ramakanta Mohalik & Bonosree Karmakar explores how diverse teaching modes—visual, auditory, digital, and experiential can enhance teacher education. In alignment with NEP 2020, the chapter highlights the need to prepare future educators to adopt flexible, inclusive, and technology-integrated pedagogical practices.

Chapter 3: “Recommendations of Higher Education and Research in NEP 2020: Scope, Provisions and Reality of Implementation” By Manas Kanti Pramanik critically explores the structural changes proposed in NEP 2020 for higher education. The chapter discusses the push for multidisciplinary universities, flexible curricula, and increased enrollment targets. It also examines the tension between policy vision and on-ground realities, highlighting concerns such as financial constraints, digital divides, and the centralization of educational governance.

Chapter 4: “Attitude and Proficiency of Bengali Language in Secondary School District Students: A Study in South 24 Parganas” By Dr. Nirbhik Dey This empirical study explores how students in a specific region perceive and perform in their mother tongue, underlining NEP’s support for regional languages as a medium of instruction in early education.

Chapter 5: “Technological Integration in Education: Opportunities and Hurdles” By Mr. Soumitra Mondal In an increasingly digital era, this chapter evaluates the dual nature of technology in education. While celebrating its role in accessibility and innovation, it also addresses issues like digital literacy gaps, infrastructure limitations, and teacher preparedness.

Chapter 6: “Impact of Computer-Assisted Instruction (CAI) on Student Academic Achievement in Physical Science at the Secondary Level: An Experimental Study in the Context of NEP 2020” By Arunava Samanta & Asit Kumar Das Grounded in experimental research, this chapter measures the academic outcomes of CAI methods in science education. The findings support NEP’s vision of enhancing learning outcomes through tech-enabled personalized learning environments.

Chapter 7: “Bridging Gaps: Overcoming Challenges in Teacher Training for NEP 2020 Implementation” By Dr. Sonalika Bhattacharya Das Addressing one of the most crucial pillars of NEP, this chapter explores the systemic, logistical, and attitudinal gaps in teacher preparation. It recommends reforms in pre-service and in-service training aligned with the policy’s goals.

Chapter 8: “Technology-Driven Multidisciplinary Learning: A New Educational Frontier” By Pinki Gupta This forward-looking chapter proposes a blended learning model where artificial intelligence, virtual labs, and cross-disciplinary learning platforms redefine how knowledge is delivered and absorbed across disciplines.

Chapter 9: “Holistic and Multidisciplinary Education: A Pathway to Inclusive Growth and Equal Opportunities” By Dipankar BarikDrawing connections between education and social equity, the chapter explains how NEP’s holistic framework can become a powerful tool for reducing disparities and expanding opportunities for marginalized communities.

Chapter 10: “Professional Development of Female Teacher Educators in Odisha” By Ashtama Kumari Focusing on gender inclusivity in education leadership, this chapter examines the professional development trajectories of female teacher educators. It offers policy-level suggestions to promote equity and leadership among women educators.

Chapter 11: “Holistic Horizons: Nurturing Every Learner under NEP 2020” By Moumita Ghosh & Dr. Partha Sarathi Nandi Concluding the volume, this chapter revisits NEP’s child-centric philosophy. It explores viiiemotional well-being, inclusive education, and the cultivation of life skills, reinforcing the policy’s aim of educating the “whole child.”Chapter 12: “Impact of ICT on the Pedagogical Approaches of Teacher Trainees: A Study Based on NEP 2020” by Sk. Najim Ahmed examines how the integration of Information and Communication Technology (ICT) is reshaping teaching methodologies among teacher trainees in alignment with NEP 2020. The chapter highlights the shift from traditional to techenabled, learner-centric pedagogies, exploring how digital tools are fostering innovation, interactivity, and inclusivity in teacher education. It also reflects on the preparedness of trainees to adapt to this evolving educational landscape.

Chapter 13: শ্রীীমভগবদ্গীতা” গগা প্রাাে”মদ্ভবদতয় কুরুক্ষেক্ষের ধমযক্ষের ক্ কক্ষ এবং ুঅমপরররিরত”-ক্ষত “রিতকর আচরণ” ীর“ার্ক্ষের েতর মেযয়ে by Priyotosh Ghoshুূ delves into the ethical principles of “beneficial conduct” as portrayed in the Bhagavad Gita, analyzing Arjuna's moral dilemmas during the Kurukshetra war.This book is a collaborative intellectual effort to understand NEP 2020 not merely as a policy document but as a vision for the future of India’s education. It is our hope that these contributions will serve as a resource for educators, policymakers, researchers, and students striving to transform this vision into lived reality.

Editors:

Prof. (Dr.) Ramakanta Mohalik

Dr. Sonalika Bhattacharya Das

Dr. Partha Sarathi Nandi

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