Published Paper Details:

The National Education Policy 2020 (NEP 2020) in India introduced the Choice-Based Credit System (CBCS) as a significant reform aimed at promoting student-centric learning and flexibility in higher education. This system allows students to choose courses from a variety of options, fostering personalized learning pathways and enhancing their autonomy. This study investigates the perceptions of prospective teachers regarding the Choice-Based Credit System (CBCS) within teacher education programs, focusing on its flexibility, autonomy, and effectiveness in shaping their educational and professional experiences. The CBCS, a system introduced to offer students greater choice and flexibility in selecting courses, has become a key element of educational reform in India. The study employs a survey methodology, gathering data from a randomly selected sample of 80 prospective teachers from Gandhinagar city. The structured questionnaire used for data collection focuses on several dimensions, including course flexibility, the balance between elective and core subjects, and the CBCS's contribution to professional skills and career development. The data were analysed quantitatively to identify trends, patterns, and correlations between the CBCS and various aspects of prospective teachers' academic and professional experiences. Findings from the study reveal that prospective teachers appreciate the autonomy and flexibility provided by the CBCS, particularly in tailoring their academic experiences to suit their interests and career goals. However, several challenges were noted, including difficulties in managing the workload across diverse subjects, confusion over course selections, and the limited availability of guidance in navigating the system effectively. The study also highlights how the CBCS contributes to the development of professional identity among prospective teachers, with many reporting that the system allows them to gain exposure to interdisciplinary knowledge and teaching methodologies.