Abstract

This study critically examines the implementation of India's National Education Policy (NEP) 2020 within Indian Higher Education Institutions (HEIs), positioning NEP as a structured curricular mandate influencing teaching practices, assessment design, and faculty roles. Using a mixed-methods approach, the chapter analyzes how NEP-aligned reforms in curriculum, pedagogy, inclusivity, faculty development, and technology integration affect teaching–learning processes. Quantitative findings show improvements in academic performance, interdisciplinary learning, inclusivity, and employability, while qualitative insights illustrate how faculty interpret and enact structured curricular expectations in practice. The study also identifies gaps in skill development, instructional flexibility, and infrastructure readiness, reflecting tensions associated with mandated curricular frameworks. Although grounded in Indian HEIs, the findings offer transferable insights for educators, academic leaders, and policymakers seeking to align teacher practices with learner-centric curricular reforms.