INTEGRATING PHYSICS WITH MULTIDISCIPLINARY LEARNING: IMPLICATIONS OF NEP 2020 FOR HIGHER EDUCATION

Abstract

The National Education Policy (NEP) 2020 emphasizes the importance of multidisciplinary learning, encouraging institutions to break down traditional disciplinary silos. Physics, as a fundamental science, plays a crucial role in understanding the natural world and driving technological innovations. This paper explores the implications of NEP 2020 for integrating physics with multidisciplinary learning in higher education. We examine how interdisciplinary approaches can enhance student learning outcomes, foster creativity, and promote a deeper understanding of complex phenomena. By analysing the NEP 2020 framework, we identify opportunities for physics education to intersect with other disciplines, such as mathematics, computer science, and engineering. Our analysis highlights the potential benefits of multidisciplinary learning, including improved problem-solving skills, enhanced critical thinking, and increased student engagement. We also discuss the challenges and limitations of implementing multidisciplinary approaches in physics education, including the need for faculty training, curriculum redesign, and assessment reforms. Our findings suggest that NEP 2020 provides a timely opportunity for physics educators to rethink their teaching practices and embrace multidisciplinary learning. By integrating physics with other disciplines, educators can create a more holistic and engaging learning experience for students, preparing them for the complexities of the 21st century.