NEP 2020: Transforming Educational Practices and Policies for the Development of Holistic Intelligence among Prospective

Abstract

The National Education Policy (NEP, 2020) has redefined the educational landscape in India by shifting emphasis from content-heavy, examination-oriented approaches to competency-based, flexible, and holistic learning, marks a paradigm shift in India’s educational vision moving beyond conventional knowledge acquisition toward the holistic development of learners. For teacher education, this shift is particularly significant because prospective teachers serve as the future architects of learning environments. This paper critically examines how NEP (2020) transforms teacher education practices and policies to nurture holistic intelligence encompassing intellectual, emotional, physical, and spiritual dimensions among prospective teachers. Using qualitative document analysis, systematic literature review, and thematic analysis, the paper synthesizes evidence from policy provisions, scholarly publications, and teacher education guidelines. This paper identifies structural, pedagogical, curricular, and assessment reforms mandated by NEP (2020) and evaluates their relevance for cultivating holistic intelligence. A conceptual model, NEP (2020)–Holistic Intelligence Alignment Framework, is proposed to map policy recommendations onto developmental pathways for prospective teachers. The study highlights systemic gaps related to faculty preparedness, infrastructural constraints, assessment challenges, and insufficient empirical research on holistic intelligence. The paper concludes that NEP (2020) presents a visionary blueprint but requires robust implementation strategies, capacity building, and monitoring mechanisms to ensure actual transformation in teacher education institutions (TEIs).