EPISTEMOLOGICAL SHIFTS IN INDIAN HIGHER EDUCATION: IMPLICATIONS OF THE NATIONAL EDUCATION POLICY 2020

Abstract

The National Education Policy (NEP) 2020 marks a significant turning point in the trajectory of Indian higher education, proposing not only structural reforms but also a profound epistemological reorientation. This paper critically examines the epistemological shifts implicit in NEP 2020, particularly in terms of knowledge production, validation, and dissemination within Indian higher education institutions. Moving away from a colonial and compartmentalized framework, NEP 2020 advocates for a multidisciplinary, holistic, and learner-centric approach that challenges traditional hierarchies of knowledge and disciplinary silos.The policy’s emphasis on integrating indigenous knowledge systems, promoting critical thinking, fostering research and innovation, and adopting flexible curricular structures signals a move towards a more inclusive and pluralistic epistemology. Through an analysis of the policy’s vision, the paper explores how NEP 2020 redefines the purpose of higher education—not merely as a pathway to employment, but as a means to cultivate ethical, informed, and creative individuals. It also interrogates the implications of this shift for pedagogy, curriculum design, and institutional autonomy.At the same time, the paper highlights tensions and challenges that may arise in the implementation of these epistemic transformations, particularly in reconciling global standards with local realities and ensuring equitable access to quality education. By engaging with theoretical perspectives on knowledge and power, the study situates NEP 2020 within broader debates on decolonization and democratization of education. Ultimately, the paper argues that the epistemological shift heralded by NEP 2020 holds transformative potential, but requires sustained critical engagement and systemic support to realize its vision fully.