Published Paper Details:

Abstract: This study examines the relationship between teacher educators' awareness of the National Education Policy (NEP) 2020 and their perceived challenges in implementing the policy within Indian educational institutions. Drawing upon empirical data, the findings indicate that teacher educators generally possess a moderate level of awareness regarding NEP 2020, with awareness scores exhibiting substantial variation across dimensions such as curriculum, quality education, professional development, technology, and overall policy impact. Statistical analysis using Pearson correlation revealed that, for teacher educators, there is no significant relationship between the overall awareness of NEP 2020 and their perceived challenges in its implementation (r = -0.034, not significant). This suggests that increased policy awareness among teacher educators does not correspond to a greater or lesser perception of challenges in enacting NEP 2020 reforms. The results contrast with findings from higher education faculty, where higher awareness was positively correlated with increased recognition of implementation challenges. These findings underscore that, within the cohort of teacher educators, the perception of challenges associated with NEP 2020 is likely influenced by contextual and institutional factors--such as resource availability, infrastructural support, and organizational culture--rather than policy awareness alone. The study highlights the importance of targeted capacity-building and systemic support to address identified barriers, irrespective of baseline awareness levels among teacher educators. In doing so, the research informs policymakers and educational leaders about the nuanced dynamics underpinning large-scale educational reform implementation.