Published Paper Details:

The Union Territory of Jammu and Kashmir has undergone numerous socio-political upheavals, including protests, militancy, and infrastructural difficulties, which have profoundly impacted the operation of the education system. The National Education Policy (NEP) 2020 signifies a crucial advancement in reforming India's education system by fostering fair access, comprehensive development, vocational integration, multilingualism, and technological incorporation in education. The execution of this policy in Jammu and Kashmir poses both opportunities and problems owing to the region's unique socio-economic, topographical, and institutional circumstances. This paper analyzes the challenges and opportunities of NEP 2020 in the Union Territory of Jammu and Kashmir through the lens of Pierre Bourdieu's cultural capital theory. The study utilizes qualitative and quantitative methodologies, relying on primary data obtained from interviews, case studies, observations, and narratives, as well as secondary sources like books, journals, and government publications. The results indicate that variations in cultural capital, digital infrastructure, and socio-economic status substantially affect students' access to educational possibilities. Students from affluent families with enhanced access to resources and technology are more likely to gain from educational reforms, whereas those from economically disadvantaged sectors encounter significant obstacles.