National Education Policy 2020 and Its Sociological Implications: A Mixed-Methods Study of Awareness, Attitudes, and Social Stratification in India
Keywords:
NEP 2020, sociology of education, educational inequality, social stratification, India, inclusive education, caste and educationAbstract
The National Education Policy (NEP) 2020 represents the most transformative restructuring of India's educational framework since 1986. This study employs a mixed-methods sociological inquiry to examine the policy's implications across caste, class, gender, and regional axes. Drawing on primary survey data (N=1,200) collected from six Indian states during 2024–2025 and supplemented by secondary data from UDISE+, AISHE, and NSSO reports, the study investigates awareness levels, attitudinal patterns, and projected sociological consequences of NEP 2020. Thematic analysis and chi-square testing reveal statistically significant disparities in awareness and implementation readiness between urban and rural populations, upper-caste and Scheduled Caste/Scheduled Tribe communities, and high-income versus low-income households. The findings suggest that while NEP 2020 espouses inclusive ideals—multidisciplinary education, mother-tongue instruction, and 50% Gross Enrolment Ratio (GER) by 2035—structural socioeconomic inequalities risk perpetuating stratified educational outcomes. The paper contributes to sociological policy analysis by foregrounding intersectionality as a critical lens for evaluating educational reform in postcolonial societies.
