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NEP 2020 Multidisciplinary Reform, Evidence Map

Multidisciplinary education under NEP 2020 reorganises Indian tertiary learning through flexible, cross-disciplinary curricula and integrated skill acquisition. The systemic implementation trajectory reveals operational tensions between holistic pedagogical ideals and institutional resource constraints across diverse higher education sectors. Evidence mapping systematically synthesises structural barriers, faculty capacity challenges, and strategic policy iterations to guide sustainable institutional transformation.

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Literature Review

Degree:
NEP 2020 Multidisciplinary Reform, Evidence Map

Author:

Group

First M. Last

Advisor:

Dr. First Last

City, 2026

Contents

Abstract
Introduction
Theoretical Framework of Multidisciplinary Higher Education in India
Epistemological Shifts and Curriculum Flexibility Under NEP 2020
Methodological Evidence Mapping of Policy Trajectories
Structural and Institutional Challenges in Implementation
Comparative Evaluation of Policy Iterations and Governance Reforms
Conclusion
Bibliography

Introduction

Multidisciplinary higher education under the National Education Policy 2020 constitutes a systemic transformation of the Indian pedagogical paradigm, replacing rigid curricular boundaries with flexible cross-disciplinary learning pathways [3]. This structural shift seeks to align classical Indian traditions of holistic knowledge synthesis with contemporary global standards of critical enquiry, innovation, and ethical competence [1].

Despite the progressive policy vision, institutional implementation encounters substantial operational disparities across Indian higher education institutions [5]. The divide between policy intent and ground-level execution is widened by infrastructure deficits, faculty readiness gaps, institutional inertia, and regional digital inequities, presenting persistent challenges for equitable institutional adoption [6].

This paper synthesises existing academic and policy literature to construct an evidence map of the multidisciplinary reforms mandated by NEP 2020 [4]. By analysing structural trajectories and institutional bottlenecks, the study clarifies the epistemological foundations and execution mechanisms necessary for sustainable educational modernization [5].

Theoretical Framework of Multidisciplinary Higher Education in India

The theoretical conceptualisation of multidisciplinary higher education under the National Education Policy (NEP) 2020 repositions Indian tertiary learning from fragmented disciplinary compartmentalisation toward integrated cognitive, ethical, and practical development. Scholarly perspectives diverge significantly in their underlying theoretical framing of this structural transition. One dominant theoretical approach conceptualises the reform as an epistemological and philosophical resurgence of holistic pedagogy rooted in historical traditions, emphasizing curriculum flexibility, cross-disciplinary integration, and the dissolution of artificial boundaries between sciences, humanities, and vocational subjects (IJFMR, 2025). This perspective posits that multidisciplinary curriculum design inherently cultivates 21st-century problem-solving capabilities, conceptual understanding, and ethical engagement, transforming learners into adaptable contributors within contemporary knowledge societies (IJFMR, 2025). In contrast, structural and governance-oriented theoretical frameworks analyze the multidisciplinary mandate primarily through the lens of institutional adaptability, resource distribution, and operational execution (IJFMR, 2026). Rather than focusing exclusively on philosophical ideals, this critical orientation examines the systemic dissonance between policy ambitions and institutional realities, including faculty readiness, infrastructure deficits, regional disparities, and the digital divide (IJFMR, 2026). Furthermore, this framework underscores a theoretical shift from aspirational policy design toward refined outcome-based mechanisms, digital governance, and industry-academia alignment necessary to address practical execution barriers (IJFMR, 2026). Consequently, whereas holistic frameworks treat multidisciplinarity as an organic pedagogical ideal, structural analyses conceptualise it as a highly contingent institutional process requiring targeted governance interventions.

References

  1. EPISTEMOLOGICAL SHIFTS IN INDIAN HIGHER EDUCATION: IMPLICATIONS OF THE NATIONAL EDUCATION POLICY 2020
    Prof. (Dr.) B. C. Swain, Dr. Pranay Pandey
    DOI लिंक
  2. NATIONAL EDUCATION POLICY (NEP) 2020: RATIONALE FOR PEDAGOGY TO NURTURE BRAIN DEVELOPMENT IN EARLY CHILDHOOD
    Dr. Arundhati Sarkar
    DOI लिंक
  3. A Critical Study on the Holistic and Multidisciplinary Approach of National Education Policy 2020 (NEP 2020) in India
    BHABATARAN BHAKAT
    DOI लिंक
  4. National Education Policy (NEP 2020): An Analytical View that Reforms will be Learned in School and Higher Education in India
    Dr. Rakeshkumar C. Patel, Mr. Jainin N. Dave
  5. A Study on Issues and Challenges of New Education Policy NEP 2020 in Higher Education and the Comparison between NEP-2020 and NEP-2024
    Kusum Yadav, Umesh Vashishtha
  6. THE ISSUES AND CHALLENGES OF NEP (NATIONAL EDUCATIONAL POLICY) 2020 IN HIGHER EDUCATION
    Rahul Debnath

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