DOI:- https://doi.org/10.64880/shikshasamvad.v3i3.27

Author :Nikita Mani Tripathi

Abstract

                Multidisciplinary learning is central to the National Education Policy (NEP) 2020, fostering creativity, lifelong learning, and societal engagement. Analyzing the policy–practice gap reveals pathways toward implementing multidisciplinary policies in schools. Policymakers should align school practices with NEP objectives to improve education quality. In today’s technology-driven world, the traditional separation of subjects is no longer suitable. To thrive, individuals need a blend of knowledge, skills, and values from diverse fields. Mandating multidisciplinary approaches and continuous teacher development for designing projects is crucial. Integrating multidisciplinary learning throughout schooling offers students the chance to tackle real-world issues while achieving curriculum goals. However, the lack of adequate integration in curriculum documents limits the exploration of these approaches. Investigating the policy–practice relationship highlights the need for guidance to implement theories into practice. Emphasizing NEP objectives within varying local contexts provides a targeted approach to improve equity, sustainability, and well-being through multidisciplinary education experiences. (Aithal & Aithal, 2019)

Keywords: Multidisciplinary learning, National Education Policy,School Education Quality.

Cite this Article:    

Tripathi Nikita Mani, “Role of Multidisciplinary Learning in Enhancing School Education Quality under NEP 2020”Shiksha Samvad International Open Access Peer-Reviewed & Refereed Journal of Multidisciplinary Research, ISSN: 2584-0983 (Online), Volume 03, Issue 03, pp.233-240, March-2026. Journal URL: https://shikshasamvad.com/