DOI:- https://doi.org/10.64880/shikshasamvad.v3i3.36

Author(s) : Chahat Kushwaha¹, Dr. Rajesh Kumar²

Abstract

Education is no longer confined to cognitive advancement alone; it now encompasses emotional, social, ethical, physical, and cultural dimensions. Holistic development has become a central discourse in global educational reforms, linking pedagogy with psychology and lifelong learning. The National Education Policy (NEP) 2020 of India articulates a transformative vision, advocating for experiential learning, art-integration, multilingualism, value-based education, and Early Childhood Care and Education (ECCE). This paper critically examines the significance of holistic development, situating it within psychological theories and global initiatives like the Sustainable Development Goals (SDG 4). Drawing on theoretical perspectives from Piaget, Bruner, Gesell, Vygotsky, Erikson, Gardner, Bronfenbrenner, Bandura, Kohlberg, Maslow and Delors, alongside contemporary policy directions, this paper provides meta synthesis of the philosophical foundations, practical applications, and challenges of implementing holistic education described in NEP 2020. It argues that fostering holistic development is essential for cultivating creative, ethical, and globally competent citizens. However, achieving this goal demands systemic reforms, teacher preparedness, parental involvement, and contextual adaptation.

Keywords

Holistic Development; National Education Policy 2020; Experiential Learning; Psychology of Learning.

Cite this Article: 

Chahat Kushwaha¹, Dr. Rajesh Kumar², “PSYCHOLOGY OF LEARNING: Examining Holistic Development in India’sNational Education Policy 2020 through Major Psychological Theories” Shiksha Samvad International Open Access Peer-Reviewed & Refereed Journal of Multidisciplinary Research, ISSN: 2584-0983 (Online), Volume 03, Issue 03, pp.318-327, March-2026. Journal URL: https://shikshasamvad.com/