Credit Mobility and Pedagogical Barriers of Engineering Institutions in NEP 2020 Implementation

Though there are certain barriers like effective framework for the effective implementation of National Education Policy (NEP) 2020 in engineering education, NEP envisions a model shift in Indian higher education which promotes flexibility, interdisciplinary, and student-centric approaches. This research article explores critically the systematic pedagogical challenges hindering the realization of NEP 2020 within technical institutions. Taking these issues-rigidity in course delivery and semester based time constraints which actually delays innovation and control opportunities for holistic learning, credit mobility remains controlled by incompatible frameworks in all engineering institutions. In addition, to operate the academic credit Bank there are certain practical challenges which includes misalignment in evaluation standards and lack of institutional preparedness. The other complications and resistance from faculty, pedagogical practices and apprehension towards the change of reforms in engineering institutions are present. The demand for a pedagogical change toward outcome based and technology enabled method of imparting the knowledge underscores the urgency of sustained faculty development initiatives. It is clear that without sufficient training and support practices, educators remain not equipped to align with the vision of NEP 2020. The present paper makes the argument that addressing these kind of barriers badly requires a systematic reforms, enhancement of potentiality and improvement of robust frameworks for credit mobility and interdiscilenarity, besides faculty efficacy and methodological innovations critical to ensure the transformative potential of NEP 2020 in engineering education.