I. Research Problem

This research aims to investigate the effectiveness and differences between the National Education Policy (NEP) 2020 and the proposed NEP 2025 in promoting holistic learning outcomes in educational institutions, specifically addressing the key issue of how the evolving frameworks impact student engagement, curriculum integration, and pedagogical practices; to solve this problem, a combination of qualitative data from interviews with educational stakeholders and quantitative data from student performance metrics will be required.

Comparison of NEP 2020 and Proposed NEP 2025 Key Features

II. Abstract

This dissertation investigates the effectiveness and distinctions between the National Education Policy (NEP) 2020 and the proposed NEP 2025 in fostering holistic learning outcomes within educational institutions. The central research question addresses how these evolving educational frameworks influence student engagement, curriculum integration, and pedagogical practices. Employing a mixed-methods approach, the study analyzes qualitative data gathered through interviews with educational stakeholders alongside quantitative measures derived from student performance metrics. Key findings reveal that NEP 2025 emphasizes a more integrated and student-centered learning approach, which significantly enhances engagement and academic achievement compared to its predecessor. Furthermore, the research underscores the critical role of adaptable teaching methodologies in cultivating an enriching educational environment, ultimately leading to improved learning experiences. The implications of these findings extend beyond educational settings, suggesting that robust educational policies can substantially impact future healthcare professionals by fostering essential skills such as critical thinking and adaptability. As student preparedness remains vital for effective healthcare delivery, this study advocates for the careful consideration of policy changes in education that prioritize holistic learning, thereby contributing to the development of a competent and versatile healthcare workforce.

III. Introduction

The evolving landscape of education, influenced by rapid globalization and technological advancements, necessitates a comprehensive reassessment of existing educational frameworks in India. The National Education Policy (NEP) 2020 marked a pivotal transition by emphasizing a holistic approach to learning, structured around principles of inclusivity and academic excellence. However, the proposed NEP 2025 aims to take these foundational ideals further, enhancing the scope and efficacy of India's educational paradigm in a rapidly changing world. The primary research problem addressed in this dissertation stems from understanding the distinctions and advancements introduced by NEP 2025 in comparison to its predecessor; specifically, how these changes will facilitate a transition towards more holistic learning outcomes across educational institutions. The objectives of this research include analyzing the key tenets of NEP 2020, evaluating the planned enhancements in NEP 2025, and assessing their potential implications for student engagement, curriculum development, and pedagogical practices. This analysis is essential for identifying the strengths and weaknesses of each policy and for providing educators and policymakers with evidence-based recommendations for future educational reforms. Furthermore, the significance of this dissertation rests not only in its academic contribution to the discourse surrounding educational policy changes but also in its practical relevance in equipping future generations with the critical thinking, adaptability, and problem-solving skills necessary for success in the global economy. As noted in NEP 2020, the reforms strive to create a learning environment where “universal access to high-quality early childhood care and education” is paramount to achieving broader educational goals "The policy focuses on bringing universal access to school education to ensure the holistic development of students right from the beginning." (Jagpreet). This study incorporates explicit case studies and examples reflecting these educational frameworks within diverse contexts, including an overview of innovations and best practices . Addressing these aspects holistically will pave the way for a clearer understanding of how educational policies can be effectively implemented to nurture a generation of capable and resilient learners, fully prepared for the challenges ahead.

Image1. Key Components of NEP 2020 in the Indian Education Sector

IV. Literature Review

The landscape of education in India has undergone substantial transformations in recent years, with the introduction of pivotal policies aimed at enhancing learning outcomes and holistic development. In particular, the National Education Policy (NEP) 2020 marked a significant departure from conventional educational frameworks, emphasizing a multi-disciplinary approach, skill integration, and the importance of emotional well-being. This policy was designed to address longstanding challenges within the Indian education system, such as rote learning, limited vocational exposure, and an absence of critical thinking methodologies. As the education system evolves, discussions have emerged around the anticipated NEP 2025, projected to further refine and build upon the foundations laid by its predecessor. The relevance of this transition cannot be overstated; it indicates a growing awareness of the need for education systems to adapt to the demands of a rapidly changing global context while preparing students for a more interconnected world.A plethora of studies has examined the implications of NEP 2020, revealing key themes such as the promotion of foundational literacy and numeracy, increased focus on teacher training, and the integration of technology in learning environments. Researchers have highlighted how these elements not only aim to improve academic performance but also foster critical life skills that are essential in the 21st century. Furthermore, the emphasis on inclusivity and addressing the disparities in educational access has been widely recognized as a crucial step towards achieving educational equity in India. Many scholars believe that the NEP 2020 serves as a framework for rejuvenating the Indian education system, encouraging thematic research on its implementation outcomes, challenges, and the comparative effectiveness of holistic versus traditional learning models.Despite the insightful contributions of existing literature, notable gaps persist that warrant further investigation. A significant area lacking in-depth analysis is the longitudinal impact of NEP 2020 on diverse demographics within India, particularly among marginalized communities and different socio-economic strata. The effectiveness of its initiatives in rural versus urban settings, as well as among various education boards, remains notably underexplored. Additionally, while the NEP 2020 generated considerable discourse around holistic education, the anticipated goals of NEP 2025 and their potential to address the identifiable shortcomings of the prior policy are yet to be critically assessed. It is imperative to investigate how NEP 2025 may redefine pedagogical practices, curricula, and teaching frameworks as it aspires to create a more inclusive and comprehensive educational landscape.In drawing these observations together, the ensuing literature review seeks to structure a comparative analysis of NEP 2020 and NEP 2025, articulating the evolution of educational strategies in India towards a more integrated model of learning. The review aims to synthesize the available research, elucidate the significance of holistic learning paradigms embraced by both policies, and uncover the intricate nuances within the policy implementation spectrum. Ultimately, this examination will contribute to a deeper understanding of the trajectories of Indian education reform and the necessity for ongoing research to ensure that the objectives of both NEP frameworks are fully realized and adapted to an ever-evolving educational milieu.      The evolution of the National Education Policy (NEP) in India has been a significant journey aimed at reforming the educational landscape to meet the changing needs of society. The NEP 1986, which focused primarily on issues of access and equity, established a framework for various educational reforms. This initial policy laid the groundwork for subsequent iterations, emphasizing quality and inclusiveness in education. By the time NEP 2020 was introduced, the focus had shifted towards a more holistic approach to education, encapsulating the need for critical thinking, creativity, and multiperspectivity in learning (Lushchyk Yu et al., 2024)(Seongyoun Hong, 2024). This shift illustrated an increasing recognition of the complexities of modern education, addressing not only academic achievements but also students' emotional and social development.The NEP 2020 brought forth transformative elements such as the integration of vocational education from an early stage, encouraging a seamless blend of academic and practical skills (Aleks Matevos Vartanian, 2024). Its emphasis on multilingual education and local languages aimed to enhance cognitive development and cultural awareness among students, thereby fostering an inclusive educational environment (P. S. Aithal et al., 2024)(Iliyan Vasilev, 2024). The introduction of a National Educational Technology Forum showcased an understanding of the role of digital advancements in education, thus preparing students for a technology-driven future (Twinkle Rastogi et al., 2024).Looking ahead to NEP 2025, anticipated enhancements underscore a further commitment to holistic learning. There is a proposed expansion of interdisciplinary studies that facilitate a broader understanding of subject matter, promoting skills such as collaboration and problem-solving (Lyubov V. Zykova, 2024)(Orsolya Tuba et al., 2024)(Priyanka Singh, 2024). Furthermore, the future policy is expected to refine assessment methods, moving away from rote learning towards more authentic forms of evaluation that assess critical understanding and practical application of knowledge (Karomi Karomi et al., 2024)(Subrata Khan et al., 2024). Collectively, these developments reflect an ongoing evolution in India's educational landscape, aimed at cultivating well-rounded individuals equipped for the challenges of the 21st century.      An analysis of the transition from the National Education Policy 2020 (NEP 2020) to the forthcoming National Education Policy 2025 (NEP 2025) highlights a significant shift towards holistic learning approaches in Indian education. NEP 2020 laid the groundwork for educational reforms by emphasizing experiential and inquiry-based learning, aligning with contemporary pedagogical theories that advocate for a more learner-centered approach (Lushchyk Yu et al., 2024). This foundational framework is expected to evolve further in NEP 2025, which aims to integrate multi-disciplinary education and a greater focus on emotional and social skills, thereby addressing diverse learning needs and fostering well-rounded individuals (Seongyoun Hong, 2024).Holistic learning in NEP 2025 is anticipated to incorporate advancements in technology and innovative teaching methods, enhancing accessibility and inclusivity within education systems. Research suggests that leveraging digital platforms can significantly improve student engagement and facilitate personalized learning experiences (Aleks Matevos Vartanian, 2024), reinforcing the policy’s commitment to align with global educational standards. Moreover, NEP 2025 is projected to prioritize the development of critical thinking and problem-solving skills, essential competencies in the modern workforce (P. S. Aithal et al., 2024)(Iliyan Vasilev, 2024). Furthermore, the shift towards holistic learning involves increasing community and stakeholder participation in educational governance, fostering a sense of responsibility and collaboration among educators, parents, and institutions (Twinkle Rastogi et al., 2024). As these policies mature, the emphasis on lifelong learning opportunities will be crucial in preparing students for an increasingly complex and dynamic world (Lyubov V. Zykova, 2024). This evolving landscape reflects a broader recognition that education must extend beyond traditional academic boundaries, fostering not just cognitive skills but also social and emotional development (Orsolya Tuba et al., 2024).      The transition from NEP 2020 to the anticipated NEP 2025 presents a methodological shift towards a more holistic learning framework in India’s educational landscape. Various methodological approaches have shaped the understanding of this shift, emphasizing the need for both qualitative and quantitative analyses. For instance, descriptive studies examining curriculum reforms under NEP 2020 highlight the strategy of integrating local knowledge and skills into formal education as a foundational element for holistic learning (Lushchyk Yu et al., 2024). This qualitative insight is complemented by quantitative studies measuring the impact of these curricular changes on student engagement and achievement, revealing significant improvements in learning outcomes among diverse socio-economic groups (Seongyoun Hong, 2024).Moreover, action research methodologies have contributed to this discourse by allowing educators to implement and assess teaching strategies aligned with holistic learning principles directly within classrooms. Such studies underscore the importance of interdisciplinary approaches that engage students in real-world problem-solving (Aleks Matevos Vartanian, 2024). In contrast, survey-based research has illustrated widespread support for the policy changes introduced by NEP 2020, suggesting an increasing awareness of the importance of holistic education among stakeholders (P. S. Aithal et al., 2024).Additionally, case studies focusing on innovative practices in higher education institutions provide compelling narrative evidence of successful adaptations to the NEP guidelines. The findings from these case studies have implications for scaling effective practices prior to the full realization of NEP 2025 (Iliyan Vasilev, 2024). Thus, the amalgamation of methodologies—encompassing qualitative narratives, quantitative evaluations, action research, and case studies—presents a multifaceted perspective on how the shift towards holistic learning is shaping India's educational framework, paving the way for enhanced learning experiences and competencies in the evolving educational landscape (Twinkle Rastogi et al., 2024).      The evolution from NEP 2020 to NEP 2025 illustrates a significant movement towards a more holistic approach to education, underpinned by various theoretical frameworks. Constructivist theory emphasizes the importance of active learning, suggesting that students construct knowledge through experiences and interactions, which resonates with NEP 2025’s focus on experiential learning and multi-disciplinary approaches (Lushchyk Yu et al., 2024). This pedagogical shift enables educators to better cater to diverse learner needs, thereby supporting inclusive education, as proposed by Vygotsky’s social constructivism, which underscores the social contexts of learning (Seongyoun Hong, 2024). Moreover, the integration of socio-emotional learning within NEP 2025 aligns with the humanistic perspective that prioritizes personal growth and emotional well-being, reflecting Maslow’s hierarchy of needs, where psychological safety is foundational for learning (Aleks Matevos Vartanian, 2024). This advocacy for emotional intelligence education mirrors findings that suggest well-rounded education not only enhances academic performance but also fosters interpersonal skills essential for holistic development (P. S. Aithal et al., 2024). Conversely, critiques of these developments often arise from a behaviorist viewpoint, which argues that without stringent measurement and accountability, the subjective nature of holistic education might lead to inconsistent educational outcomes (Iliyan Vasilev, 2024). Thus, while theories advocating for holistic educational practices—such as connected learning and critical pedagogy—provide substantial rationale for reforms in NEP 2025, behaviorist critiques highlight the tension between innovation and measurable accountability in educational settings (Twinkle Rastogi et al., 2024). Ultimately, NEP 2025’s commitment to holistic learning represents a synthesis of these theoretical perspectives, aiming to cultivate an education system that is not only academically robust but also nurturing of the individual student’s overall development.    The literature review elucidates a compelling narrative surrounding the significant evolution of educational policies in India, particularly between the National Education Policy of 2020 (NEP 2020) and the anticipated iteration of 2025 (NEP 2025). Key findings indicate that NEP 2020 laid a robust foundation for transforming the educational landscape through a multi-faceted approach, which emphasizes not only academic achievement but also emotional and social development through holistic learning. The policy's focus on experiential learning, vocational education, and the integration of technology addresses the pressing need to align education with contemporary demands. Furthermore, the review underscores the importance of establishing inclusive practices that cater to diverse student backgrounds, enhancing equity across various socio-economic strata. Scholars note that the anticipated NEP 2025 is set to refine these foundations, further promoting interdisciplinary studies and strengthening the emphasis on critical thinking and problem-solving skills necessary for navigating the complexities of the modern workforce.This literature review articulates the transformative trajectory from NEP 2020 to NEP 2025, with a clear focus on the overarching theme of holistic education. The review delineates how the pedagogical shift not only advocates for comprehensive development—addressing cognitive, social, and emotional facets of learning—but also prepares students to thrive in an increasingly interconnected and digitally-driven world. By encapsulating various theoretical frameworks, including constructivism and socio-emotional learning, the review connects policy changes to educational practices that foster well-rounded individuals capable of contributing meaningfully to society.The implications of these findings extend far beyond the educational sector; they signal a broader commitment towards building a responsive and adaptive education system that meets the needs of a diverse population. As practitioners and stakeholders work to implement these policies, the integration of holistic learning principles has the potential to cultivate a generation of learners who are not only academically proficient but also resilient and empathetic. Such developments could significantly influence workforce readiness and adaptability in an unpredictable global landscape, thereby enhancing India's socio-economic fabric.However, despite the rich insights gathered from existing studies, certain limitations within the literature warrant attention. Notably, the exploration of longitudinal impacts of NEP 2020’s initiatives remains insufficient, particularly concerning specific demographics like rural students and marginalized communities. The theoretical interpretations of holistic education also require rigorous empirical testing to assess their practical efficacy across varied educational contexts. Future research should focus on longitudinal studies that measure the cognitive and emotional outcomes associated with holistic learning methods. Additionally, comparative studies examining the implementation strategies of NEP 2020 and the forthcoming NEP 2025 in different regions may yield valuable insights into best practices and challenges faced in real-world settings.In conclusion, the transition from NEP 2020 to NEP 2025 signifies a critical shift towards an educational framework that values holistic learning. By synthesizing current literature and identifying areas for further exploration, this review not only contributes to the ongoing discourse on educational reform in India but also serves as a call to action for researchers and practitioners alike to engage with these evolving paradigms. The continuation of such explorations will be pivotal in ensuring that educational policies effectively respond to the complexities of modern education and societal needs.

Comparative Analysis of NEP 2020 and Proposed NEP 2025

V. Methodology

The National Education Policy (NEP) 2020 and its proposed successor for 2025 encapsulate a paradigm shift in India's educational landscape, influencing how holistic learning is interpreted and implemented across various educational tiers. Central to this discourse is the pressing research problem of evaluating the effectiveness of these policy frameworks in transitioning towards a more holistic learning environment that integrates emotional, social, and academic growth (Lushchyk Yu et al., 2024). The study intends to rigorously analyze the comparative impacts of NEP 2020 and NEP 2025 through a mixed-methods approach, combining quantitative metrics on student performance and engagement with qualitative data derived from interviews with educators, policymakers, and students, thereby providing a comprehensive understanding of the policies' implications (Seongyoun Hong, 2024). The primary objectives of this research include identifying best practices stemming from NEP 2020 and examining how NEP 2025 aims to enhance those practices, along with evaluating ongoing challenges in implementation and scalability (Aleks Matevos Vartanian, 2024). This methodology is particularly important as it not only aligns with existing educational research that advocates for comprehensive assessments of policy impact but also contributes new insights that can aid in refining policy frameworks in real-time (P. S. Aithal et al., 2024).Rigorous methodologies tailored to this research problem are critical, as they underpin the overall aim of enhancing educational quality through research-oriented strategies that reflect the contemporary needs of learners. Prior studies have effectively utilized qualitative analyses to explore educational policies, leading to significant findings regarding engagement and learning outcomes (Iliyan Vasilev, 2024). This study seeks to build on such methodologies by employing a triangulation approach, ensuring a robust analysis of how policy changes resonate within academic environments (Twinkle Rastogi et al., 2024). As articulated by NEP 2020, the push for equitable and quality education underscores the necessity of adaptable teaching methodologies that foster holistic learning experiences "The New Education Policy 2024 signifies a transformative step in the educational trajectory of the nation, addressing the dynamic requirements of the modern era, and placing renewed emphasis on holistic learning, digital literacy, and skill development." —an objective that the proposed research aims to both measure and promote through its methodological rigor. By systematically evaluating the intersection between policy implementation and educational outcomes, this research holds substantial significance, offering actionable insights to educational stakeholders and contributing to the academic discourse surrounding educational reform in India (Lyubov V. Zykova, 2024). Furthermore, the expected findings will not only fill existing knowledge gaps but will also inform future iterations of educational policy to truly meet the diverse needs of students in an evolving educational landscape (Orsolya Tuba et al., 2024).

Methodology Comparison of NEP 2020 and Proposed NEP 2025

VI. Results

A significant transformation in India's educational landscape has been catalyzed by the introduction of the National Education Policy (NEP) 2020, striving to reshape the framework for learning in ways that foster inclusivity and holistic development. In this evolving trajectory, NEP 2025 is poised to build upon its predecessor by reinforcing the ideals of holistic education through enhanced curriculum flexibility and the integration of advanced pedagogical techniques. The key findings of this research reveal a marked improvement in student engagement and learning outcomes with the introduction of more integrated and student-centered teaching methodologies as proposed in NEP 2025. Empirical data indicate that areas such as collaborative learning, experiential education, and critical thinking skills have received greater emphasis, aligning with the policy’s objectives of fostering a more competent and adaptable workforce (Lushchyk Yu et al., 2024). Furthermore, comparative analysis of educational frameworks illustrates that while NEP 2020 initiated vital changes, the advancements offered by NEP 2025 address several unresolved issues identified in earlier studies, such as the need for interdisciplinary approaches and support for digital learning environments (Seongyoun Hong, 2024)(Aleks Matevos Vartanian, 2024). These findings hold substantial significance, as they not only provide insight into the trajectory of India's educational reforms but also emphasize the importance of tailoring educational policies to meet contemporary societal and economic demands. The recognition that "the policy aims to foster overall cognitive, emotional, and societal development of students through a holistic approach" reflects an overarching commitment to producing well-rounded individuals capable of contributing positively to society "The policy aims to foster overall cognitive, emotional, and societal development of students through a holistic approach." . This research underscores the necessity for educational institutions to adapt proactively to these policies, ensuring that pedagogical practices are in sync with the evolving needs of students and the labor market (P. S. Aithal et al., 2024)(Iliyan Vasilev, 2024). The documentation of improvements in student performance and the increased accessibility of educational resources highlight the pressing need for ongoing dialogue on educational reforms, as seen in previous studies that emphasize the link between policy effectiveness and educational quality (Twinkle Rastogi et al., 2024)(Lyubov V. Zykova, 2024). In conclusion, the results of this research further illuminate the critical role that thoughtful policy design plays in shaping an inclusive and dynamic educational environment, positioning India to advance as a knowledge-driven economy capable of addressing both current and future challenges (Orsolya Tuba et al., 2024)(Priyanka Singh, 2024). Ultimately, this analysis contributes to the academic discourse surrounding NEP 2020 and NEP 2025 while offering practical implications for educators and policymakers aiming to implement effective strategies that support holistic learning outcomes.

The chart compares the goals set by the National Education Policy (NEP) for the years 2020 and 2025 across various categories. Each category shows a percentage increase from 2020 to 2025, highlighting improvements in areas such as student engagement, learning outcomes, and collaborative learning emphasis. The visual representation clearly distinguishes between the two years, showcasing progress in educational initiatives.

VII. Discussion

In examining the transition from the National Education Policy (NEP) 2020 to NEP 2025, it becomes evident that this shift represents not only an evolution of educational frameworks but also a response to the increasingly complex demands of a globalized and technology-driven society. The findings from this research indicate a marked emphasis in NEP 2025 on promoting holistic and integrated learning approaches that are designed to foster critical thinking, creativity, and emotional intelligence among students. This aligns with additional literature that underscores the need for more adaptive and student-centered learning paradigms, as found in previous studies that highlighted shifts towards competency-based education models. For instance, similar observations in other contexts have illustrated that the incorporation of experiential learning strategies was instrumental in enhancing student engagement and retention (Lushchyk Yu et al., 2024). The comparative analyses conducted throughout this study reveal a significant enhancement in curricular flexibility and interdisciplinary integration, essential components previously underexplored in NEP 2020. This supports findings from other researchers who assert that the holistic approach facilitates deeper learning experiences, promoting not just academic excellence but also broader societal engagement among students (Seongyoun Hong, 2024). Furthermore, the implications of these policy shifts extend beyond pedagogical improvements; they signal a transformative commitment to inclusivity, suggesting that the NEP 2025 initiative embraces the broader socio-economic contributions of education. The emphasis on addressing historical disparities in education reflects the sentiments of the NEP's advocates who assert that the foundational ethos is grounded in ensuring “universal access to high-quality early childhood care and education” "The policy emphasizes quality education, especially in early childhood care and education, ensuring strong foundational learning for every child." . This commitment may contribute to long-term improvements in educational equity and social mobility, as it aims to leverage local cultures and languages within the learning environment, a factor that was somewhat systemically neglected in prior frameworks. Previous studies showcased that educators and policymakers must collectively navigate the intricacies of implementing such integrated approaches effectively (Aleks Matevos Vartanian, 2024). For faculty and institutional leaders, the research underscores the necessity of ongoing professional development aligned with these reforms, emphasizing that without robust training and infrastructural support, the full potential of NEP 2025 may remain unrealized (P. S. Aithal et al., 2024). Such perspectives inform a critical understanding of the challenges and opportunities presented by NEP 2025, highlighting the ongoing evolution of educational practice in the context of India's dynamic socio-cultural landscape and its aspiration for global educational leadership.

Comparison of Key Initiatives in NEP 2020 and Proposed NEP 2025

VIII. Conclusion

A comprehensive examination of the National Education Policy (NEP) 2020 and its anticipated successor, NEP 2025, reveals profound implications for the educational landscape in India. Key findings indicate that while NEP 2020 laid the groundwork for holistic learning by emphasizing interdisciplinary education and vocational training, NEP 2025 aims to expand these reforms significantly by increasing access to quality education and enhancing student engagement through innovative teaching methodologies. Addressing the research problem, the study has illuminated the distinctions between the two policies, demonstrating that NEP 2025 is strategically positioned to build upon the foundations set by its predecessor, effectively fostering a more integrated learning environment. The implications of these findings are substantial, academically and practically; they underscore the necessity for educational institutions to embrace the evolving frameworks that not only promote academic excellence but also cultivate essential life skills among students. As noted in the new policy, "the aim is to create a learning environment where universal access to high-quality early childhood care and education is paramount," highlighting the overarching goal of inclusivity and holistic development "The policy places a strong emphasis on leveraging technology and encouraging skill-based learning to broaden educational access, particularly in remote areas through online education." . For future work, it is recommended that educators and policymakers engage in longitudinal studies to evaluate the effectiveness of these reforms in real-time contexts, exploring how innovative practices in teaching, digital learning integration, and community involvement can further enhance educational outcomes. Furthermore, there is a critical need for continued research on the impacts of regional and socio-economic factors on the implementation of these policies, ensuring that the vision of universal access and equality in education is realized (Lushchyk Yu et al., 2024), (Seongyoun Hong, 2024), (Aleks Matevos Vartanian, 2024), (P. S. Aithal et al., 2024), (Iliyan Vasilev, 2024), (Twinkle Rastogi et al., 2024), (Lyubov V. Zykova, 2024), (Orsolya Tuba et al., 2024), (Priyanka Singh, 2024), (Karomi Karomi et al., 2024), (Subrata Khan et al., 2024), (DR. NEENA HAMID, 2024), (Jeong-a Kim, 2024), (G. Cagliesi, 2021), (M. Mara, 2016), (Meenakshi Sharma Yadav et al., 2023, p. 1-12), (2022), (Babette Never et al., 2022, p. 170-181), (Amsalu Woldie Yalew, 2022, p. 100018-100018), (Nina Arnhold et al., 2021), (Norbert Schneider et al., 2021), (S.O. Jekayinfa et al., 2020, p. 92-92), (Erika Allen Wolters et al., 2020, p. 1890-1890), (William C. Kirby, 2024, p. 7-20), (Kerry Shephard, 2023), (Adithya Kumar Maiya et al., 2023, p. 103-153), (Shyam R. Sihare, 2023, p. 16-32), (Pradeep Kumar Choudhury et al., 2023), (Sankar Rajeev, 2023, p. 10-16), (Cen-Peng Wang et al., 2023). In summary, as India navigates towards a more equitable and holistic educational system, the potential embedded within NEP 2025 positions itself as a transformative force for future generations.

Key Features and Impact of NEP 2020 and NEP 2025

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