Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations

Abstract

A country’s societal and economic growth needs well-planned, dedicated, open, and technological advancements in education systems and learning policies (Archer, 2013). Since ancient times, India has dominated education, and university education is widespread there. Before and after independence, India’s education system had many improvements. The current research critically explores the influences of English teaching and learning pedagogies and enhancement strategies in higher education under the Indian National Education Policy (NEP) 2020. The research employed a descriptive-quantitative approach that collected quantifiable information for statistical analysis of the population sample. Moreover, the study uncovers challenges, curriculum, approaches, opportunities, and implementations under the NEP 2020. The study used a questionnaire to randomly collect data from 200 students to investigate the implicit impact of executing English language teaching and learning programs. The impact was evaluated across four categories: high, medium, neutral, and low, and the analysis of the data showed the high impact of implementing the NEP in India. This study is a preliminary analysis of a policy document that will be used as a starting point for future studies using empirical methods to examine the effects of the NEP once it is fully implemented. Focusing on changes in higher education, the paper has elucidated the holistic, transformative understanding of NEP and highlighted the significance of technology interventions for innovative teaching and learning. This article can be considered as a reference to the policy implementation of English language pedagogical enhancement policies in higher education by the NEP 2020 teams of the Government of India.

Developing an English Language School Management Course: Curriculum Innovation and Entrepreneurial Opportunities at Universitas Negeri Makassar

“…This increasing importance is reflected in the educational policies of various countries, where English is integrated as a compulsory subject across all formal education levels. Examples can be found in Iran (Hassani, 2021), Turkey (Oruç & Demirci, 2020), Malaysia (Yadav & Yadav, 2023), Vietnam (Nguyen & Vu, 2020), and Indonesia (Rahayu, 2019), with Indonesia mandating English language (EL) instruction from junior high school onwards, extending through high school, and up to the first year of university education (Yulia, 2014;Korompot, 2012).…”