Impact of Changing Teacher Roles under New Education Policy on Students Learning Outcomes and Educational Environment in Kota and Bundi Districts

Abstract

This study examines the evolving roles of teachers under India's National Education Policy (NEP) 2020 and their subsequent impact on student learning outcomes and the educational environment in Kota and Bundi districts of Rajasthan. The NEP 2020 is obligatory to the transformative change in the pedagogical practices that will compel teachers to become not only knowledge carriers but also holistic and competency-based learning facilitators. This study examines the differences in the way these shifting teacher roles appear in two very different educational settings through the comparative secondary data analysis: Kota with its intensive culture of coaching and Bundi, which is a more traditional rural educational environment. The researchers examine such indicators as student achievement measures, classroom climate, teacher involvement in professional development, and infrastructure use. The initial results indicate that the NEP 2020 implementation has posed different challenges and opportunities in both districts and the teacher readiness, the increase of workload and the availability of resources have become the key factors that mediate the challenges. The study helps to grasp the reality of policy implementation at the ground level and provides an insight into the ways in which the transitions in the roles of teachers can be facilitated to improve the educational outcomes in the varied socio-educational settings.