Education Philosophy in India under NEP 2020: A Paradigm Shift towards Holistic and Indigenous Learning

Abstract

The National Education Policy (NEP) 2020 marks a watershed moment in the trajectory of Indian education, proposing a fundamental restructuring of the learning landscape. This paper investigates the core educational philosophies underpinning NEP 2020, positing that it represents a significant paradigm shift from the utilitarian and access-focused models of the past (NPE 1968, NPE 1986) towards a holistic, multidisciplinary, and value-based framework. By analyzing the policy’s integration of Indian Knowledge Systems (IKS), its emphasis on experiential learning (pragmatism), and its structural realignment (the 5+3+3+4 system), this study highlights the policy’s dual mandate: to modernize education for the 21st century while rooting it deeply in India's cultural and intellectual heritage. The paper further critically examines the challenges of implementation, the tension between "Indianization" and globalization, and the philosophical implications of vocationalizing mainstream education.